The Interaction of Mini-Magz–Based Discovery Learning and Learning Motivation on Students’ Biology Learning Outcomes
Main Article Content
Abstract
Background. Although Discovery Learning and innovative learning media have been widely applied in biology education, limited attention has been given to how students’ learning motivation interacts with media-supported Discovery Learning in shaping learning outcomes.
Aims. This study investigated the effects of Mini-Magz–based Discovery Learning and learning motivation, as well as their interaction, on students’ learning outcomes in the human excretory system topic.
Methods. We used a quantitative, quasi-experimental posttest-only control group design. We used purposive sampling to select 46 pupils from two classrooms out of 92 eleventh-grade students at SMA Baitul Makmur in Metro City, Indonesia. The control group received traditional training, while the experimental group received Mini-Magz-based Discovery Learning. We used a cognitive learning outcomes exam, a learning motivation questionnaire, interviews, and a Mini-Magz assessment rubric to gather data. To investigate the effects of the instructional model, learning motivation, and their interaction, we conducted preliminary tests of normality and homogeneity before hypothesis testing.
Result. The findings showed that Mini-Magz-based Discovery Learning significantly affected students' learning outcomes. Highly driven students showed higher learning results than less motivated students. Learning motivation also had a major impact. Additionally, learning outcomes were linked to both instructional technique and students' internal motivational elements, as the study discovered an interaction between the instructional model and learning motivation.
Conclusion: Instead of focusing only on instructional innovation, the study builds on earlier research by examining Mini-Magz-based Discovery Learning and learning motivation within an integrated analytical framework. These results imply that integrating student-centered Discovery Learning with captivating Mini-Magz media can support more active and meaningful biology learning while encouraging students' learning motivation.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Arikunto, S. (2020). Dasar-dasar evaluasi pendidikan [Fundamentals of educational evaluation]. Bumi Aksara.
Bruner, J. S. (1961). The act of discovery. Prentice Hall.
Bruner, J. S. (1986). Actual minds, possible worlds. Harvard University Press.
Emda, A. (2021). Kedudukan motivasi belajar siswa dalam pembelajaran [The position of student learning motivation in learning]. Lantanida Journal, 9(2), 93–104.
Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21 [Scientific and contextual approaches in 21st-century learning]. Ghalia Indonesia.
Khasinah, S. (2021). Discovery learning: Definisi, sintaksis, keunggulan dan kelemahan [Discovery learning: Definition, syntax, strengths, and weaknesses]. Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam, 11(3), 402–413.
Mau, A., Lidi, M. W., & Priska, M. (2024). Pengaruh pembelajaran kooperatif tipe STAD disertai Mini-Magz terhadap hasil belajar IPA SMPN 1 Aesesa [The effect of STAD cooperative learning with Mini-Magz on science learning outcomes at SMPN 1 Aesesa]. Jurnal Kependidikan, 9(2), 1–10.
Muhfahroyin, M., & Santoso, H. (2024). Pembelajaran konstruktivistik project based learning berorientasi kontekstual untuk meningkatkan karakter profetik profesional mahasiswa pendidikan biologi [Contextually oriented constructivist project-based learning to improve the prophetic professional character of biology education students]. Bioedusiana: Jurnal Pendidikan Biologi, 9(1).
Muhfahroyin, M., Mahanal, S., Suratno, & Sutawanta, A. (2025). Describing plant morphology through forest prototype in biology learning. The American Biology Teacher, 87(4–5), 241–253.
Pratiwi, I. D., Herlianita, R., & Wahyuningsih, I. (2022). Student worksheet: Persepsi dan performa akademik mahasiswa keperawatan [Student worksheet: Perceptions and academic performance of nursing students]. Indonesian Health Science Journal, 2(2), 75–80.
Pratiwi, U., & Fasha, E. F. (2015). Pengembangan instrumen penilaian HOTS berbasis Kurikulum 2013 terhadap sikap disiplin [Development of a Curriculum 2013-based HOTS assessment instrument on disciplinary attitudes]. Jurnal Penelitian dan Pembelajaran IPA, 1(1), 123–142.
Rahmayani, A., Siswanto, J., & Budiman, M. A. (2019). Pengaruh model pembelajaran discovery learning dengan menggunakan media video terhadap hasil belajar [The effect of the discovery learning model using video media on learning outcomes]. Jurnal Ilmiah Sekolah Dasar, 3(2), 246–253.
Sari, R., & Nugroho, A. (2023). Pengaruh motivasi belajar terhadap hasil belajar siswa SMA [The effect of learning motivation on senior high school students’ learning outcomes]. Jurnal Pendidikan Sains Indonesia, 11(2), 210–219.
Sugiyono. (2021). Metode penelitian pendidikan [Educational research methods]. Alfabeta.
Sulfemi, W. B. (2022). Model pembelajaran dan motivasi belajar terhadap hasil belajar siswa [Learning models and learning motivation on student learning outcomes]. Jurnal Pendidikan, 23(1), 45–56.
Suryaningrum, G. D., & Mawardi, M. (2023). Efektivitas model pembelajaran discovery learning ditinjau dari kemampuan berpikir kritis siswa kelas 5 SD [The effectiveness of the discovery learning model in terms of fifth-grade students’ critical thinking skills]. Scholaria: Jurnal Pendidikan dan Kebudayaan, 13(3), 222–230.
Sutanto, A. (2023). Potensi vermikompos tinja manusia sebagai sumber belajar kontekstual penguatan karakter peduli lingkungan [The potential of human faeces vermicompost as a contextual learning resource for strengthening environmental care character]. Kemdikbudristek RI, PFR scheme.
Swarjana, I. K. (2022). Populasi-sampel, teknik sampling & bias dalam penelitian [Population-sample, sampling techniques, and bias in research]. Penerbit Andi.