Discovery Learning Berorientasi Kearifan Lokal Tat Twam Asi
Pengaruh Terhadap Motivasi Belajar dan Keterampilan Berpikir Kritis
DOI:
https://doi.org/10.37329/cetta.v9i4.5697Keywords:
Discovery Learning, Tat Twam Asi, Learning Motivation, Critical Thinking SkillsAbstract
Discovery Learning provides a structured process through which students construct knowledge by discovery; however, its classroom implementation also requires interactions that support broad student participation. Previous studies have examined Discovery Learning and local-wisdom-based instruction, yet limited research has operationally integrated Tat Twam Asi values throughout all phases of Discovery Learning and simultaneously examined their effects on learning motivation and critical thinking skills. This study examined the effect of Tat Twam Asi-oriented Discovery Learning as an integrated instructional treatment on students’ gains in learning motivation and critical thinking skills. A quasi-experimental pretest-posttest control group design was employed with 72 seventh-grade students at SMP Negeri 3 Singaraja, comprising 36 students in the experimental group and 36 in the control group. Learning motivation was measured using a 24-item Likert questionnaire, while critical thinking skills were assessed using 10 essay items. Gain scores were analyzed using one-way ANOVA and MANOVA after all prerequisite assumptions had been satisfied. The experimental group obtained a higher mean gain score in learning motivation (18.28) than the control group (7.44), F(1, 70) = 169.560, p < .001, η² = .708. The mean gain score in critical thinking skills was also higher in the experimental group (19.58) than in the control group (10.21), F(1, 70) = 50.373, p < .001, η² = .418. The multivariate analysis yielded Pillai’s Trace = .769, F(2, 69) = 114.546, p < .001. The findings indicate that students who participated in Tat Twam Asi-oriented Discovery Learning demonstrated greater gains in learning motivation and critical thinking skills than those who received conventional instruction. These results support the effectiveness of the integrated instructional model as a whole and should not be interpreted as evidence of the independent contribution of Tat Twam Asi.
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