Exploring Guided Discovery Learning: The Effect on Students’ Integrated Ability and Self-Regulated in Chemistry

Abstract

Abstract The purpose of this study was to investigate the effect of a guided discovery learning (GDL) toward students’ integrated ability and self-regulated. The study was post-test only control group research design and the participants consisted of students in senior high school (N = 65). The topic of buffer solution was selected both the experimental class and control class, whereas the experiment class used GDL approach and control class used expository learning (EL). The ‘Integrated Assessment’ and ‘Self-Regulated Questionnaire Form’ were used as data collection tools in the research. Results of the descriptive analysis of post-test showed that the frequency of answers was the higher category for the experimental class than the control class students. In addition, results of the MANOVA test indicated that post-test scores were students in GDL class had significantly higher total integrated ability and self-regulated scores over their traditional counterparts. In this research, it was concluded that the GDL used in relation to the topic of buffer solution had significant effect toward students’ integrated ability.