The Conceptual Framework of Designing a Discovery Learning Modification Model to Empower Students’ Essential Thinking Skills

Abstract

Abstract This article aims to describe the modification of the discovery learning model as a conceptual framework to be applied in science learning to empower students’ essential thinking skills. The method used is qualitative with the main data source of the literature review. This conceptual framework focuses on three aspects consisting of the discovery learning model, the TASC learning model, and the cognitive system in the Presseisen’s taxonomy. From the results of the conceptual framework of the discovery learning model modification with the TASC learning model, it is obtained the syntax of the learning model starting from the start with multi-modal representation problems, generating hypotheses, investigation, interpretation and inference, discussion and conclusion, and application. Then the new model is given the term discovery-based multi-modal representation (DIMEnsi). The implications of this research can empower students’ essential thinking skills, which include analytical, critical, creative thinking, decision making, and problem-solving skills.