COUNS-EDU The International Journal of Counseling and EducationVol.2, No.2, 2017, pp. 85-91 |p-ISSN: 2548-348X- e-ISSN: 2548-3498http://journal.konselor.or.id/index.php/counseduDOI: https://doi.org/10.23916/0020170210520Received on 04/17/2017; Revised on 05/10/2017; Accepted on 05/28/2017; Published on:06/30/2017 85 The implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course Aswardi Universitas Negeri Padang *)Corresponding author, e-mail: aswardi@ft.unp.ac.id Abstract This research is triggered by the learning process that is still yet to direct the active role of students learning. Based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. Based on the background study, it is needed to apply a method of learning that can enhance students’ activity and improving the score. One of them by applied the guided discovery learning method. The goal of this research is to know the learning outcome’s improvement of the students when using guided discovery learning method on operated Electromagnetic Control System and Operation course in SMK Muhammadiyah Padang. The type of this research is quasi-experimental with one group pre-test post-test design. The population of this research was a second-year student of group one that registered at 2015/2016 academic year which 26 people of students. The instrument of research was objective tests that have been conducted a test on the validity, reliability, the difficulty level and the different index level. The data were analyzed by using gain score test. Based on the result, the student who achieve value of minimum completeness criteria (MCC) before using the guided discovery learning method was 7,7%. While the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. Based on gained score test, the scores than the students were increased in Middle Category. So, the implementation of guided discovery learning method can improve student learning outcomes on Electromagnetic Control System and Operation courses. Keywords: Guided Discovery Learning Method, Improving Student Learning Outcomes, Gain Score Test How to Cite: Aswardi. (2017). The implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course. Couns-Edu: International Journal of Counseling and Education, 2(2): pp. 85-91. DOI: https://doi.org/10.23916/0020170210520 This is an open access article distributed under the Creative Commons Attribution License, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and Indonesian Counselor Association (IKI). Introduction Education is essentially very important for requirement and cannot be separated from human life. This means that every human being has the right to education and will be expected to flourish in it. It can be reached formal education, non-formal and informal. Vocational High School as one of the formal educational institutions plays an important role in increasing resources as a nation. COUNS-EDU The International Journal of Counseling and EducationVol.2, No.2, 2017, pp. 85-91 |p-ISSN: 2548-348X- e-ISSN: 2548-3498http://journal.konselor.or.id/index.php/counseduDOI: https://doi.org/10.23916/0020170210520Received on 04/17/2017; Revised on 05/10/2017; Accepted on 05/28/2017; Published on:06/30/2017 85 The implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course Aswardi Universitas Negeri Padang *)Corresponding author, e-mail: aswardi@ft.unp.ac.id Abstract This research is triggered by the learning process that is still yet to direct the active role of students learning. Based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. Based on the background study, it is needed to apply a method of learning that can enhance students’ activity and improving the score. One of them by applied the guided discovery learning method. The goal of this research is to know the learning outcome’s improvement of the students when using guided discovery learning method on operated Electromagnetic Control System and Operation course in SMK Muhammadiyah Padang. The type of this research is quasi-experimental with one group pre-test post-test design. The population of this research was a second-year student of group one that registered at 2015/2016 academic year which 26 people of students. The instrument of research was objective tests that have been conducted a test on the validity, reliability, the difficulty level and the different index level. The data were analyzed by using gain score test. Based on the result, the student who achieve value of minimum completeness criteria (MCC) before using the guided discovery learning method was 7,7%. While the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. Based on gained score test, the scores than the students were increased in Middle Category. So, the implementation of guided discovery learning method can improve student learning outcomes on Electromagnetic Control System and Operation courses. Keywords: Guided Discovery Learning Method, Improving Student Learning Outcomes, Gain Score Test How to Cite: Aswardi. (2017). The implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course. Couns-Edu: International Journal of Counseling and Education, 2(2): pp. 85-91. DOI: https://doi.org/10.23916/0020170210520 This is an open access article distributed under the Creative Commons Attribution License, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and Indonesian Counselor Association (IKI). Introduction Education is essentially very important for requirement and cannot be separated from human life. This means that every human being has the right to education and will be expected to flourish in it. It can be reached formal education, non-formal and informal. Vocational High School as one of the formal educational institutions plays an important role in increasing resources as a nation. COUNS-EDU The International Journal of Counseling and EducationVol.2, No.2, 2017, pp. 85-91 |p-ISSN: 2548-348X- e-ISSN: 2548-3498http://journal.konselor.or.id/index.php/counseduDOI: https://doi.org/10.23916/0020170210520Received on 04/17/2017; Revised on 05/10/2017; Accepted on 05/28/2017; Published on:06/30/2017 85 The implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course Aswardi Universitas Negeri Padang *)Corresponding author, e-mail: aswardi@ft.unp.ac.id Abstract This research is triggered by the learning process that is still yet to direct the active role of students learning. Based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. Based on the background study, it is needed to apply a method of learning that can enhance students’ activity and improving the score. One of them by applied the guided discovery learning method. The goal of this research is to know the learning outcome’s improvement of the students when using guided discovery learning method on operated Electromagnetic Control System and Operation course in SMK Muhammadiyah Padang. The type of this research is quasi-experimental with one group pre-test post-test design. The population of this research was a second-year student of group one that registered at 2015/2016 academic year which 26 people of students. The instrument of research was objective tests that have been conducted a test on the validity, reliability, the difficulty level and the different index level. The data were analyzed by using gain score test. Based on the result, the student who achieve value of minimum completeness criteria (MCC) before using the guided discovery learning method was 7,7%. While the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. Based on gained score test, the scores than the students were increased in Middle Category. So, the implementation of guided discovery learning method can improve student learning outcomes on Electromagnetic Control System and Operation courses. Keywords: Guided Discovery Learning Method, Improving Student Learning Outcomes, Gain Score Test How to Cite: Aswardi. (2017). The implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course. Couns-Edu: International Journal of Counseling and Education, 2(2): pp. 85-91. DOI: https://doi.org/10.23916/0020170210520 This is an open access article distributed under the Creative Commons Attribution License, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and Indonesian Counselor Association (IKI). Introduction Education is essentially very important for requirement and cannot be separated from human life. This means that every human being has the right to education and will be expected to flourish in it. It can be reached formal education, non-formal and informal. Vocational High School as one of the formal educational institutions plays an important role in increasing resources as a nation. COUNS-EDU  The International Journal of Counseling and Education Vol.2, No.2, 2017 The implementation of guided discovery learning method... | 86 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020170210520 Secondary vocational schools have close links with business and industry that aim to prepare graduates or mid-level personnel that are ready to face the world of work who have the knowledge, skills and are able to develop a professional attitude in accordance with the specifications of its vocational. SMK Muhammadiyah 1 Padang also carries out various activities and formal educational activities with the aim of realizing the achievement of its graduates. This school has a variety of programs tailored to the competency skill to be achieved. Program membership is composed of several subjects, including the Operating Electromagnetic Control System (OECS). OECS is the subject to educate, train and prepare students to be able to master and understand the concept of an Electromagnetic Control Circuit. In the Ministerial Regulation No. 41 of 2007 states that the learning process on each unit of primary and secondary education should be interactive, inspiring, fun, challenging, and motivating learners to actively participate and provide enough space for innovation, creativity and independence according to their talents, interests, and physical and psychological development of learners. The ministerial regulation shows the active role of students in learning is a necessity (Attard, A., Di Iorio, E., Geven, K., & Santa, R. 2010). This requires learning process performed teachers should be oriented towards student activities (Biggs, J. B. 2011; Xie, Y., Ke, F., & Sharma, P. 2008). Based on observations conducted in SMK Muhammadiyah I Padang on subjects OECS is obtained information that the learning process is still directed at the active role of students in learning. The learning process is done tends to be teacher centred. Similarly happened in class into two areas of expertise in electrical power engineering that looks less active during the learning process this was due to lack of students' understanding of the subject matter. The learning process is less effective that it became one of the causes of low student learning outcomes (Stevens, D. D., & Levi, A. J. 2013; Hativa, N. 2001). Most of the students do not reach the minimum completeness criteria (MCC) set by the school of 80. Percentage of completeness was 31.03% of class A and class B completeness percentage is 38.09%. This suggests that the ability of students in the subjects operate the electromagnetic control system is still low. To achieve these subjects, it would require an optimization study in an effort to improve student learning outcomes and can make students active in finding concepts and build understanding of the subject matter presented by the teacher (Biggs, J. B. 2011; ). It is always a possible need in the application of learning methods are good and right. One of the methods that can be applied in subjects OECS is a method of Guided Discovery Learning Guided Discovery Learning method is a method of teaching that promotes active learning that emphasizes the importance of understanding in a discipline. According to J. Richard (in Roestiyah, 2008) argues that discovery learning is "a way of teaching that involves students on the process of mental activity through brainstorming, discussions, seminars, reading his own and tried it myself, so that children can learn on their own". Meanwhile Sudjana (2011) revealed in discovery learning "teacher role more places itself as mentors or leaders of learning and facilitator of learning". This method requires students to take an active role in the learning process, independent and directly involved in finding the concepts and principles of learning. Hosnan (2013) states that the main characteristics of the study finding that "(1) to explore and solve problems to create and combine, and generalize knowledge, (2) students centred, (3) activities to incorporate new knowledge and knowledge that already exists ". While learning with Guided Discovery Learning methods (Suprihatiningrum, 2012) has advantages: (1) Develop intellectual potential. (2) To help students to be more independent, able to orient themselves and take responsibility for their own learning. (3) The students can be actively involved in listening, speaking, reading, seeing, and thinking. (4) Retain memory ". Judging from the characteristics and advantages (Rammelt, U., & Reinhard, G. 1994; Culyer, A. J. 2012), the application method of guided discovery learning, especially on the subjects of OECS at understanding the operating control system electromagnetic topics considered very well be applied for topics that are both theoretical and much use of learning theories such as the concepts of control circuits electromagnetic must be found and mastered by students so that students can be directed to afford a more active role during the learning process. According to Shah (2014) the procedures to be implemented in the learning activities guided discovery learning is as follows: "(1) the stimulus, at this stage the teacher gives a stimulus to students in the form of questions or encourages students to observe the images and read books about the material. (2) The COUNS-EDU Vol.2, No.2, 2017 Available online: http://journal.konselor.or.id/index.php/counsedu Aswardi The implementation of guided discovery learning method... | 87 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020170210520 problem statement, this stage provides an opportunity for students to identify as many issues relevant to teaching materials and then formulate it in the form of a hypothesis. (3) Data Collection, teachers at this stage provide an opportunity for students to gather information. (4) Data processing, process data which have been obtained by the students carefully. (5) Verification, conduct a careful examination to prove the validity to the data obtained by students under the guidance from a teacher. (6) Generalization, teachers with students held a conclusion and findings obtained. The application of learning methods Guided Discovery Learning methods is expected student to be a master lesson in the lesson of Basic Competence to comprehend the OECS Operating Data Electromagnetic Control System. Method The research is a quasi-experimental (Campbell, D. T., & Stanley, J. C. 2015; William R.. Shadish, Cook, T. D., & Campbell, D. T. (2002) research design using one group pre-test-post test (Parry, K. W., & Sinha, P. N. 2005; Shek, D. T., & Sun, R. C. 2012). According to Sugiyono (2009) “the results of treatment with one group pre-test-post-test design can be determined more accurately, because it can be compared to the situation before being treated”. This study uses a Guided Discovery Learning to improve student learning outcomes group A in SMK Muhammadiyah 1 Padang. The design of this study can be seen in the following table. Table 1 Design research Pretest Treatment Posttest O1 X O2 Subjects were students of the second year in SMK Muhammadiyah 1 Padang enrolled in the academic year 2015/2016 consist of Group A, total 26 students and Group B amount to 20 students. Selection of study subjects were randomized after it emerged that the ability of the two classes does not differ statistically by using t-test analysis. Based on the t-test of the value of the pre-test showed that t 80 2 7,7 % After doing the pretest, the subject of research is given treatment by the learning process using Guided Discovery Learning method and at the end of the learning is given posttest. The statistical calculation COUNS-EDU Vol.2, No.2, 2017 Available online: http://journal.konselor.or.id/index.php/counsedu Aswardi The implementation of guided discovery learning method... | 89 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020170210520 results show the average result of posttest result is 83,11 and standard deviation (S) = 6,853. The distribution of frequency data of posttest score can be seen in the following table Table 6 Frequency distribution of posttest score No Interval Score F 1 64 – 69 1 2 70 – 75 2 3 76 – 81 7 4 82 – 87 9 5 88 – 93 6 6 94 – 99 1 Jumlah 26 According to table 6, the most frequencies achieved by students at the score interval were 82 - 87. The description of the frequency distribution is shown in the following histogram. Figure 2 Histogram of the posttest score Based on the above histogram, the posttest acquisition score has largely exceeded the MCC score established by the school, this means that the students' learning outcomes in the class that were subjected to the study there was a significant increase. Students who have met the MCC score of 23 students and students who have not achieved MCC score of 3 students. Table 7 shows the percentage of students who achieved the MCC score. Table 7 Percentage of number of students achieving MCC score No. Score Number of students percentage 1 < 80 3 11,54 % 2 ≥ 80 23 88,46 % Test of Analysis Requirements To ascertain whether data from the study subjects were normally distributed, normality tests were performed. Normality test is done by using chi-square test. Testing obtained from comparison of X2 count 80 2 7,7 % After doing the pretest, the subject of research is given treatment by the learning process using Guided Discovery Learning method and at the end of the learning is given posttest. The statistical calculation COUNS-EDU Vol.2, No.2, 2017 Available online: http://journal.konselor.or.id/index.php/counsedu Aswardi The implementation of guided discovery learning method... | 89 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020170210520 results show the average result of posttest result is 83,11 and standard deviation (S) = 6,853. The distribution of frequency data of posttest score can be seen in the following table Table 6 Frequency distribution of posttest score No Interval Score F 1 64 – 69 1 2 70 – 75 2 3 76 – 81 7 4 82 – 87 9 5 88 – 93 6 6 94 – 99 1 Jumlah 26 According to table 6, the most frequencies achieved by students at the score interval were 82 - 87. The description of the frequency distribution is shown in the following histogram. Figure 2 Histogram of the posttest score Based on the above histogram, the posttest acquisition score has largely exceeded the MCC score established by the school, this means that the students' learning outcomes in the class that were subjected to the study there was a significant increase. Students who have met the MCC score of 23 students and students who have not achieved MCC score of 3 students. Table 7 shows the percentage of students who achieved the MCC score. Table 7 Percentage of number of students achieving MCC score No. Score Number of students percentage 1 < 80 3 11,54 % 2 ≥ 80 23 88,46 % Test of Analysis Requirements To ascertain whether data from the study subjects were normally distributed, normality tests were performed. Normality test is done by using chi-square test. Testing obtained from comparison of X2 count