In House Training to Improve Teacher Ability in Implementing the Discovery Learning Model

Abstract

The discovery learning model now dominates discussions in many academic forums, confirming its status as an important and urgent research topic. Although much research has examined discovery learning models, there are still significant gaps in our understanding of implementation that have not been explored in depth. discovery learning. Discovery learning is a learning model that tends to ask students to carry out observations, experiments or scientific actions to reach conclusions from the results of these scientific actions. So with discovery learning, students can learn well and smoothly, so that they can improve student achievement/learning outcomes. This research uses a qualitative approach with the type being School Action Research. To answer design research questions for 2 cycles. Each cycle consists of planning, implementation, observation and reflection stages. In this research the author used primary and secondary data. The results of research during the implementation of in-house training on the teacher's ability to apply the discovery learning learning model which has been shown in the recapitulation table of teacher abilities for two cycles, shows that the teacher's ability in the very good category in the pre-cycle did not exist or was 0%, in the first cycle it was 2 people or 11.76%, and in cycle II there were 6 people or 35.29%. The ability of teachers in the good category in the pre-cycle was 4 people or 23.53%, in the first cycle there were 9 people or 52.95%, and in the second cycle there were 10 people or 58.83%. The ability of teachers in the sufficient category in the pre-cycle amounted to 6 people or 35.29%, in the first cycle there were 6 people or 35.29%, and in the second cycle there were 1 person or 5.88%. The ability of teachers in the deficient category in the pre-cycle was 7 people or 41.18%, in cycles I and II it was non-existent or 0%