The Effectiveness of Using Discovery Learning Model Assisted by Torso Media on the Topic of Skeletal System towards Learning Outcomes of Grade XI Students at SMAN 3 in Bengkulu City
Keywords:
Discovery Learning, quantitative approach, skeletal system, student learning outcomes, torso mediaAbstract
Background: Effective biology instruction requires interactive learning strategies to enhance student engagement and conceptual understanding. However, teacher-centered approaches, monotonous instructional methods, and limited learning media contribute to unsatisfactory learning outcomes, particularly in complex topics such as the human skeletal system.
Research Gap: Although Discovery Learning and visual instructional media have been widely implemented, empirical evidence regarding their combined effectiveness in improving skeletal system learning outcomes among senior high school students remains limited, particularly in the context of SMAN 3 Bengkulu City.
Novelty: This study evaluates the integration of Discovery Learning with anatomical torso media, providing empirical evidence of its effectiveness compared with conventional instruction in teaching the skeletal system.
Methods: A quantitative quasi-experimental approach with a control group pretest-posttest design was employed. Forty-eight eleventh-grade science students participated, comprising 24 students in the experimental group and 24 in the control group. Data were collected using multiple-choice tests and analyzed through normality, homogeneity, and independent-samples t-tests.
Results: The experimental group achieved a higher mean posttest score (59.70) than the control group (57.29). Both groups satisfied normality and homogeneity assumptions. However, the calculated t-value (0.5391) was lower than the critical value (1.714) at the 5% significance level, indicating no statistically significant difference between the groups.
Conclusion: Discovery Learning assisted by torso media did not significantly improve skeletal system learning outcomes compared with conventional instruction. Further research should investigate implementation quality, instructional duration, and other factors influencing learning effectiveness.
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