Implementation of discovery learning in a digital class and its effect on student learning outcomes and learning independence level

Abstract

Background: The need to use online learning is inevitable during the Covid-19 pandemic. There has been a call for action in education policy to provide a more flexible, digitally based learning strategy. It is presumed that this change in learning methods will reduce meaningful learning experiences. Methods: This study examines the application of discovery learning in the digital classroom and its effect on learning outcomes and independent learning. The research employed a quasi-experiment method, and the sample was taken using a randomized sampling technique. Two classes with the same initial knowledge value were used as experimental and control groups. The instrument used was a cognitive test and a Self-Directed Learning (SDL) questionnaire. Results: The results of this research show that there is a significant difference in learning outcomes and SDL in the experiment and control group. Students that apply discovery learning with a combination of face-to-face and digital classes get better results on both variables than in conventional discovery class. Conclusions: It can be concluded that the application of discovery learning through the digital classroom has a positive effect on learning outcomes and students' level of independence. This study was only conducted in one secondary school and more samples are recommended for further study. The limitations of the application of face-to-face discovery learning can be overcome by the application of online learning, which facilitates meaningful learning experiences for students.