Implementation of discovery learning on electromagnetic wave material based on adsorption Congo Red by silica from Bengkulu beach sand

M. Lutfi Firdaus, Pascasarjana Pendidikan IPA, Universitas Bengkulu, Indonesia
Sasti Yuliafitri, Pascasarjana Pendidikan IPA, Universitas Bengkulu, Indonesia
Eko Swistoro, Pascasarjana Pendidikan IPA, Universitas Bengkulu, Indonesia
Ghufira Ghufira, Pascasarjana Pendidikan IPA, Universitas Bengkulu, Indonesia
Rendy W. Wardana, Pascasarjana Pendidikan IPA, Universitas Bengkulu, Indonesia


This study aims to describe the differences in students’ critical thinking skill between class which use discovery learning and conventional learning in electromagnetic wave material. The research method used was a quasi-experimental method with a non-equivalent control group design which was conducted in MAS 01 Darussalam Kepahiang. In non-equivalent control group design, the sample (was) not taken randomly but by purposive sampling technique. The research sample taken by the researcher consists of two classes,  (i.e.) the class XII A2 as an experimental class and the class XII A3 as a control class. Both classes were given a pretest to find out the students’ fundamental critical thinking skills and a posttest to find out the students' final critical thinking skills. This research was conducted in two meetings according to subchapters on electromagnetic wave material. Discovery learning model was applied in the experimental class with the steps of learning are stimulation, problem statement, data collection, data processing, verification, and generalization. The average value of critical thinking of the experimental class student was 65.7 and (the) control class was 48.12 with a value of sig. (2-tailed) = 0.000 less than sig. α = 0.05. Based on the results, it can be concluded that there is a significant difference in students’ ' critical thinking skills using the discovery learning model with the critical thinking skills of students using conventional learning.


Discovery learning; Critical thinking skill; Electromagnetic wave; Learning model.

Full Text:

Fulltext PDF


Abidin, Y. (2014). Desain sistem pembelajaran dalam konteks kurikulum 2013. Refika Aditama.

Asmawati, E. Y. (2015). Lembar kerja siswa (LKS) menggunakan model guided inquiry untuk meningkatkan keterampilan berpikir kritis dan penguasaan konsep siswa. Jurnal Pendidikan Fisika, 3(1).

Cairns, D. (Ed.). (2012). Essentials of pharmaceutical chemistry. Pharmaceutical Press.

Departemen Pendidikan Nasional. (2008). Berbagai pendekatan dalam proses belajar mengajar. Jakarta: Depdiknas.

Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi kurikulum 2013. Ghalia Indonesia.

Nugrahaeni, A., Redhana, I. W., & Kartawan, I. M. A. (2017). Penerapan model pembelajaran discovery learning untuk meningkatkan kemampuan berpikir kritis dan hasil belajar kimia. Jurnal Pendidikan Kimia Indonesia, 1(1), 23-29.

Purwanto, C. E., & Nughoro, S. E. (2012). Penerapan model pembelajaran guided discovery pada materi pemantulan cahaya untuk meningkatkan berpikir kritis. UPEJ Unnes Physics Education Journal, 1(1).

Sapitri, U. E., Kurniawan, Y., & Sulistri, E. (2016). Penerapan Model Discovery Learning Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas X Pada Materi Kalor. JIPF (Jurnal Ilmu Pendidikan Fisika), 1(2), 64-66.

Sudjana, N. (2005). Metode statistika. Bandung: Tarsito

Suryani, I., Mardiati, Y., & Herlanti, Y. (2016). Pengaruh Penggunaan Lembar Kerja Siswa (LKS) Berbasis Kontekstual Terhadap Hasil Belajar Siswa Pada Konsep Sistem Gerak Manusia. EDUSAINS, 8(2), 150-156.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Based on a work at

Accepted and published papers will be freely accessed in this website and the following abstracting & indexing databases:




This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.