Implementasi Discovery Learning Berpendekatan Deep Learning pada Pembelajaran Fisika Siswa SMP
DOI:
https://doi.org/10.60041/jap.v4i1.306Keywords:
discovery learning, deep learning, hasil belajar, refleksi siswa, wujud zat dan model partikelAbstract
Students' low conceptual understanding remains a fundamental problem in science education at the junior high school level, mainly because teacher-centered learning causes students to merely memorize without understanding the concepts. This condition requires the application of a learning model that can foster deep conceptual understanding and reflective awareness through discovery and direct experience. This study used a quantitative approach with a One Group Pretest–Posttest design to measure the effectiveness of applying the Discovery Learning model with a Deep Learning approach. The research subjects consisted of 32 seventh-grade students at SMP Negeri 10 Kupang in the odd semester of the 2025/2026 academic year. Data were collected through learning outcome tests (pretest and posttest), observations of learning implementation, and student reflection sheets. Data analysis was performed using descriptive statistics, including calculations of mean, median, mode, standard deviation, and Normalized Gain (N-Gain) to assess the increase in conceptual understanding. The students' pretest average score of 54.22 increased to 78.09 on the posttest, with an increase of 23.87 points and an average N-Gain score of 0.51 (moderate category). This shows that Discovery Learning-based learning is effective in improving students' conceptual understanding of the relationship between particles and changes in the form of matter. The results of student reflections showed 83.1% positive responses, with the highest aspect being “Impressions and Messages about Learning” (90.6%), indicating that students felt that learning became more enjoyable, interactive, and meaningful. The Discovery Learning model with a Deep Learning approach has proven effective in improving students' conceptual understanding and reflective awareness of Matter States and Particle Models. This approach is recommended for implementation in science learning based on the Merdeka Curriculum to foster critical, reflective learners with scientific character.
References
Arikunto, S. (2013). Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta.
Basori, H., Suhandi, A., Kaniawati, I., & Rusdiana, D. (2019). Profile Conceptual Understanding Of Secondary School Students Associated With Conceptual Change Regarding Material Changes. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 24(1), 22–27. https://doi.org/10.18269/jpmipa.v24i1.17721
Bruner, J. S. (1961). The Act of Discovery. Harvard Educational Review, 31, 21–32.
Bui, F. S., Naen, A. B., Maing, C. M. M., & Freitas, M. L. F. (2025). Optimalisasi Pemahaman Konsep dan Aktivitas Belajar Fisika Melalui Discovery Learning Berbasis Simulasi PhET pada Materi Hukum Newton. MAGNETON: Jurnal Inovasi Pembelajaran Fisika, 3(1), 47–57. https://doi.org/10.30822/magneton.v3i1.3896
Elvadola, L., Lestari, H. D., & Kurniasih, A. (2022). Penggunaan model pembelajaran Discovery Learning dalam meningkatkan keterampilan berpikir kritis siswa SMP. Jurnal Pendidikan Dan Sains Indonesia, 8(2), 115–126.
Fathiyah, A., Zulfarina, Z., & Yennita, Y. (2023). Need analysis of the development of discovery learning-based physics e-module on PhET Simulation. Journal of Physics Education Research, 11(1), 45–53.
Gunawan, G., & Kosim, K. (2021). The effectiveness of physics learning tools based on discovery model with cognitive conflict approach toward students’ conceptual mastery. Journal of Physics: Conference Series, 1747(1), 12035.
Guo, D. (2023). Physics experiment teaching based on deep learning. International Journal of New Developments in Education.
Hake, R. R. (2002). Relationship of individual student normalized learning gains in mechanics with gender, high-school physics, and pretest scores on mathematics and spatial visualization. Physics Education Research Conference, 8(1), 1–14.
Hartini, M., Muslim, & Noor, R. (2023). Implementation of differentiated discovery models to improve students’ understanding of physics concepts and science process skills. Jurnal Ilmiah Pendidikan Fisika, 7(3), 1–10.
Jumaeroh, S., Chetri, D. R., & Govender, H. (2024). The Influence of Using Edmodo Media with the Discovery Learning Learning Model on Science Learning Outcomes on Pressure in Substances. Schrödinger: Journal of Physics Education, 5(4), 168–173. https://doi.org/10.37251/sjpe.v5i4.972
Mustafa, A. N., & Lasmaya, D. (2020). Discovery Learning Versus Traditional Learning: How Effective Discovery Learning Can Improve Mathematical Creative Thinking Skills. Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika, 10(1), 1–17. https://doi.org/10.23969/pjme.v10i1.2432
Mustofa, M. (2021). Discovery learning assisted e-learning to improve student conceptual understanding about heat and its application. SEAQIS Journal of Science Education, 1(2), 84–91.
Nuraini, S. (2020). Penerapan pendekatan saintifik dengan model Discovery Learning untuk meningkatkan hasil belajar IPA siswa SMP. Jurnal Ilmiah Pendidikan Fisika, 4(1), 22–29.
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing.
Purwanti, T., & Rohmah, N. (2024). Integrasi Discovery Learning dalam pembelajaran IPA Kurikulum Merdeka: Upaya menumbuhkan profil pelajar Pancasila. Jurnal Pendidikan Inovatif, 9(1), 58–70. https://doi.org/10.55606/sinov.v6i2.823
Rafiqa, N., Sabil, H., & Aswad, M. (2023). How to implement Discovery Learning in English language teaching. International Journal of Education and Pedagogy, 5(2), 101–109.
Ramadhani, R., & Ratnawulan, R. (2022). The effect of using Discovery Learning model in high school physics learning on student’s learning outcomes. Journal of Educational Research and Practice, 13(4), 59–68.
Ramli, M., Adnan, I., & Nurhayati, S. (2024). Implementasi pembelajaran reflektif berbasis Deep Learning dalam Kurikulum Merdeka. Jurnal Pendidikan Ilmiah, 10(2), 221–233.
Riyanti, I., Copriady, J., & Linda, R. (2022). Student Needs Analysis for The Development of Augmented Reality Integrated E-Modules about Particles in Science Learning. Unnes Science Education Journal, 11(2), 115–122. https://doi.org/10.15294/usej.v11i2.58309
Rumsariadi, R., & Sari, D. (2023). Needs analysis of discovery learning model in physics learning for students. Physics Learning and Education, 1(3), 45–52.
Sahara, N., & Nafarudin, M. (2020). Analysis of improving students’ physics conceptual understanding through discovery learning models supported by multi-representation: Measurement topic. Jurnal Inovasi Dan Riset Pembelajaran Fisika, 3(2), 57–65.
Setiawan, A., Wijanarka, B. S., & Adrianto, D. (2024). Implementation of Discovery Learning to improve CNC knowledge and skill of vocational high school students. Journal of Vocational Education, 7(1), 11–19.
Subiyantoro, S., & Musa, S. (2024). Transforming learning with Deep Learning approach in secondary education. International Journal of Pedagogical Science, 12(3), 202–214.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif dan R & D. PT. Alfabet. https://doi.org/10.1017/CBO9781107415324.004
Sugiyono. (2023). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan Kombinasi (Mixed Methods). Alfabeta.
Syaifulloh, M., Indana, S., & Agustini, R. (2022). Pengembangan model Discovery Learning berbasis reflektif untuk meningkatkan literasi sains siswa SMP. Jurnal Inovasi Pendidikan IPA, 8(1), 43–54.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wahab, R., Husain, D., & Mulyadi, Y. (2021). Penggunaan N-Gain untuk mengukur peningkatan hasil belajar pada pembelajaran fisika. Jurnal Pendidikan Sains, 6(2), 34–41.
Yusmar, M., Fahmi, R., & Sari, P. (2025). Developing STEM-based Deep Learning modules to enhance critical thinking. Journal of Science Education and Research, 15(1), 87–99.
Zahara, R., Feranie, S., & Rustaman, N. (2020). Discovery Learning with the Solar System Scope simulation: Improving students’ scientific literacy. Journal of Physics Education, 8(4), 421–430.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Zemi Deninta Batmaro, Egidius Dewa, Lans Asideo Lano
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License : Jurnal Armada Pendidikan (JAP) Use of the article will be governed by the Creative Commons Attribution license as currently displayed in the Creative Commons Attribution 4.0 International License (CC BY SA 4.0). This license permits anyone to copy and redistribute this material in any form or format. , compile, modify and create derivatives of this material for any purpose, including commercial purposes and license derivative works under the same license as the original.
