The Effectiveness of Using Discovery Learning Methods and Essay Assessment to Improve Learning Achievement and Biological Metacognition Understanding of High School Students in Seluma Surahman aidi1* , and Tomi Hidayat2
1.Students of the Biology Education study postgraduate program, University of Muhammadiyah Bengkulu, Jl. Bali, Village. Bali, Bengkulu City 38119, Indonesia
2. Lecturer of Master of Biology Education, University of Muhammadiyah Bengkulu, Jl. Bali, Village. Bali, Bengkulu City 38119, Indonesia
Abstract
The purpose of this study was to determine the effectiveness of using discovery learning methods and essay assessment. The research method is a quasi experiment and uses a pretest - posttest control group design. The data from this study are quantitative data, the data obtained were analyzed by descriptive statistics and parametric inferential statistics. Data on metacognition understanding and learning achievement used a learning outcome test instrument and metacognition tests were measured by the criteria for metacognition abilities. Normality test of control class data with Shapiro-Wilk with normal distribution data results. Test the normality of experimental class data with normally distributed data results. The simultaneous similarity test of variants with Box^M shows the dependent variables of learning achievement and understanding of metacognition have simultaneous variants in common. The homogeneity test used Levene^s Test with the results of the data being homogeneous. The multivariate homogeneity test used Hotteling^s trace manova with the results of the mltivariate homogeneous data. Testing the first main effect hypothesis with the result that there is a significant effect of the learning method on the dependent variable, the second main effect hypothesis with the result that there is a significant effect of the assessment method on the dependent variable, the interaction effect test with the result that there is a significant joint interaction effect on the dependent variable.
