URGENSI MODEL DISCOVERY LEARNING BAGI PESERTA DIDIK DALAM BERADAPTASI DIERA SOCIETY 5.0
Abstract
This writing in the background by the problem of students who are still sitting on the school bench is the future owner of society 5.0, but it can be seen that most of them are not ready to face this period can be proven by the ability of students still unable to solve the simple problems given by educators when in the learning process. The purpose of this paper is to describe the discovery learning model to foster students' critical thinking and creativity in solving problems in order to be able to adapt in the era of society 5.0. The method used for this study is literature study. The technique of collecting data is by studying literature. Data analysis is analyzed qualitatively by the nominative deductive thinking method. The results of this paper illustrate that using discovery learning models can lead to the ability to think critically and the creativity of students in solving problems so that they are able to adapt to the era of society 5.0, and this can also be a reference for educators to be able to provoke students' abilities in solving problems especially in the learning process by using the discovery learning model so that this can be a provision for students to face challenges in the era of society 5.0.References
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Yulianil, Mia. Keliat, Natalia Rosa. Sastrodihardjo, Santoso. Kurniawati, Dewi. (2017). The Discovery Learning Model and Bowling Campus Strategy for Improving the Cognitive Learning Results and Science Learning Motivation. Volume 10 Nomor 1 Hal 23-32 pISSN: 1693-265X e-ISSN: 2549-0605 Februari 2017.
Barton, Judith A. Nancy J. Brown. (1992). Evaluation Study of a Transcultural Discovery Learning Model. Volume 9 Number 4 pp 234-241 December 1992
Cahyo, Agus N. (2013). Panduan Aplikasi Teori-Teori Belajar Mengajar Teraktual dan Terpopuler. Jogjakarta: DIVA Press
Dean, Euda E. 2014. Teaching the Proof Process A Model for Discovery Learning. Volume 44 Number 2 12 November 2014.
Departemen Pendidikan Nasional. (2004). Kurikulum2004. Standar Kompetensi Taman Kanakkanak dan Raudhatul Athfal. Jakarta: Direktorat Jenderal Pendidikan TK dan SD.
Hosnan, M. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21: Kunci Sukses Implementasi Kurikulum 2013. Jakarta: Bumi Aksara.
Kirschner, Paul A. Sweller, John. Clark, Richard. (2010). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Article Educational Psychologi ISSN: 0046-1520.
Mujid, Abdul., Mudzakkir, Jusuf. (2008). Ilmu Pendidikan Islam. Jakarta: Kencana Sriyadi. (2019). Peran Pendidikan dan Kebudayaan di Era Society 5.0 sebagai Penentu Kemajuan Bangsa.http://kalimayanews.com/peran-pendidikan-dan-kebudayaan-di-era-society-5-0sebagai-penentu-kemajuan-bangsa/ di akses pada tanggal 20 Juni 2019.
Syah, M. (1996). Psikologi Pendidikan Suatu Pendekatan Baru. Bandung : PT Remaja Rosdakarya
Trianto. (2011). Model Pembelajaran Terpadu: Konsep, Strategi, dan Implementasinya dalam Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Bumi Aksara.
Undang-undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional
Undang-undang Republik Indonesia Nomor 2 Tahun 1989 tentang Sistem Pendidikan Nasional
Widyastuti, Ellyza Sri. (2015). Penerapan Model Pembelajaran Discovery Learning pada Materi Konsep Ilmu Ekonomi. Prosiding Seminal Nasional 9 Mei 2015.
Yulianil, Mia. Keliat, Natalia Rosa. Sastrodihardjo, Santoso. Kurniawati, Dewi. (2017). The Discovery Learning Model and Bowling Campus Strategy for Improving the Cognitive Learning Results and Science Learning Motivation. Volume 10 Nomor 1 Hal 23-32 pISSN: 1693-265X e-ISSN: 2549-0605 Februari 2017.
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2020-05-29
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