Development Of High School Physics Practical Guidelines In Sound Resonance Instrument Using Model Learning Discovery Learning

Bayu Ritno Matialo; H. Taunaumang; Marianus; Cosmas Poluakan; Jovialine Albertine Rungkat

Authors

Bayu Ritno Matialo Master of Science Education Study Program, Postgraduate, Manado State University, Manado, North Sulawesi, Indonesia
H. Taunaumang Master of Science Education Study Program, Postgraduate, Manado State University, Manado, North Sulawesi, Indonesia
Marianus Master of Science Education Study Program, Postgraduate, Manado State University, Manado, North Sulawesi, Indonesia
Cosmas Poluakan Master of Science Education Study Program, Postgraduate, Manado State University, Manado, North Sulawesi, Indonesia
Jovialine Albertine Rungkat Master of Science Education Study Program, Postgraduate, Manado State University, Manado, North Sulawesi, Indonesia

Keywords:

Practical Guide, Sound Resonance, Discovery Learning, 4-D Model, Physics Education.

Abstract

This research is motivated by the availability of new laboratory equipment assistance in the form of a Sound Resonance tool in 2024 at SMA Negeri 2 Kotamobagu which has not been optimally used due to the unavailability of specific practicum guidelines. This has an impact on the lack of direct experimental activities and low achievement of students' science process skills. This study aims to develop a product in the form of a high school Physics practicum guide on the Sound Resonance tool by integrating a valid and feasible Discovery Learning learning model. This type of research is Research and Development (R&D) by applying the 4-D development model (Define, Design, Develop, Disseminate). The trial subjects in this study were Grade XII students in the second semester of SMA Negeri 2 Kotamobagu in the 2025/2026 academic year. Data collection instruments include validator/material and media expert assessment sheets, student response sheets, and practicum performance observation sheets. The validation results by the expert team showed that the general design and completeness of the practicum guide were in the feasible category after going through several revisions to strengthen the concept. In the Develop stage through small group trials (10 students), the percentage of positive student responses reached an accumulation of 97.5%, with an average achievement of 83.75% of the practical task performance which is in the valid and feasible qualification. In the Disseminate stage through large-scale trials (20 students), the positive student responses increased to reach an accumulation of 100% in the very useful and beneficial category. Based on these results, it can be concluded that the Discovery Learning-based Physics practical guide on the Sound Resonance tool is declared valid, feasible, and effective to be used to optimize laboratory activities and meet the criteria for student completion in the cognitive, affective, and psychomotor aspects.

Keywords:Practical Guide, Sound Resonance, Discovery Learning, 4-D Model, Physics Education.

References

Amalia, R. (2013). Analysis of Students' Difficulties in Conducting Physics Experiments And Understanding High School Physics Concepts. (Unpublished Thesis) .

Arikunto, S. (2010). Research Procedures: A Practical Approach. Jakarta: Rineka Creation.

Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21- 32.

Cosmas, J., & Roring, M. (2022). Development of science learning tools Problem Based Learning based on improving Higher Order Thinking Skills(HOTS) students. Journal of Science and Science Education UNIMA Applied, 8(1), 45- 53.

Djamarah, SB (2010). Teachers and Students in Educational Interaction. Jakarta: Rineka Cipta.

Hadidat, et al. (2000). Science Laboratory Management and Administration. Jakarta: Educational Book Publisher.

Hosnan, M. (2014). Scientific and Contextual Approaches to Learning Century 21:The Key to Successful Implementation of the 2013 Curriculum. Jakarta: Ghalia Indonesia.

Ministry of Education and Culture. (2013b). Learning model Invention (Discovery Learning)in the 2013 Curriculum. Jakarta: Directorate General basic education.

Ministry of Education, Culture, Research, and Technology. (2024). Guide to laboratory management and utilization science onSenior High School. Directorate General of Education Intermediate.

Kurniasih, I., & Sani, BS (2014). Implementation of the 2013 Curriculum: Concepts & Implementation of Learning. Jakarta: Kata Pena.

Marcela Tamatompol. (2016). Development of Physics Learning Tools Using 4-D Models. Manado: Manado State University.

Rahayuningsih, S. (2005). The Effectiveness of the Practical Method in Learning Science Effective. Indonesian Journal of Science Education, 3(2), 45-52.

Rani, A., Utami, S., & Rahayu, T. (2022). Development of a physics practicum guide discovery-based learning to improve science process skills high school students. Journal of Physics and Science Education, 5(2), 112-125.

Ratumanan, TG (2002). Innovative learning models: Theory and application in physics learning(MS Dahar, Ed.). Unesa University Press.

Sani, RA (2014). Scientific Learning for the Implementation of the 2013 Curriculum. Jakarta: Bumi Aksara.

Subiantoro, A. (2009). The Role of Practicals in Science Learning for Constructing Concepts. Journal of Biology Learning, 1(1), 15-24.

Sugiyono. (2010). Educational Research Methods: Quantitative Approach, Qualitative, and R&D. Bandung: Alfabeta.

Sugiyono. (2015). Research and Development Methods (Research and Development) Development / R&D). Bandung: Alfabeta.

Sumiatun. (2013). Independent Laboratory Learning Method Through the Principles Trial and Error.Journal of Medical Science and Education, 5(1), 12-19.

Sutrisno. (2006). Physics and Its Contemporary Learning. Bandung: University Indonesian Education.

Tanti. (2013). Analysis of the Characteristics of Physics Materials Towards Quantitative Understanding Natural Phenomena. EduPhysics Journal, 1(1), 22-30.

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Training Teachers of Exceptional Children: A Sourcebook. Bloomington: Central Midwestern Regional Educational Laboratory / Leadership Training Institute for Special Education, University of Minnesota.

Trianto. (2010). Integrated Learning Model: Concepts, Strategies, and Its implementation in the School Level Curriculum (KTSP). Jakarta: Bumi Aksara.

Trianto. (2011). Designing an innovative-progressive learning model: Concept, runway, Andits implementation in the Unit Level Curriculum Education (KTSP). Kencana Prenada Media Group.

Tuwo, M., & Palilingan, J.C. (2023). Implementation of Project-Based Learning (PjBL) in Physics and Science learning to increase scientific creativity postgraduate students. Journal of Science Education Innovation, 11(2), 112-125.

Wahyuni, S., & Setiawan, B. (2024). Development of practical tool design and sheet student work on sound waves material assisted by software voice analysis. Journal Al-Biiruni Physics Education Scientific, 13(1), 45-58.

Wospakrik, HJ (1993). Introduction to Mathematical Physics and Empirical Reasoning Inductive. Bandung: ITB Press.