DEVELOPING DISCOVERY-INQUIRY LEARNING MODEL

ON THE EARLY CHILDREN EDUCATION

Atik Wartini, M. Khoirul Hadi Al-AsyAri & Asyruni Multahada

The PGRAs Postgraduate Student of UIN Sunan Kalijaga Yogyakarta, Non PNS
Lecturer of IAIN Jember and Teaching Staff of Kamulan School Yogyakarta
Arimoh16@gmail.com

Abstract

This paper is a study based on library research. This paper attempts

to review the discovery-inquiry learning model in PAUD. This study
is very interesting because some reasons such as the discovery-
inquiry learning model can train the childrens intelligence system in
early childhood and the discovery-inquiry learning model is mostly
used in application of learning approaches for science and
mathematics subject. In this paper there are three questions, namely
(1) how does the application of discovery-inquiry learning model in
early childhood? (2) How does the method of discovery-inquiry
learning model in PAUD, and (3) how are the advantages and
disadvantage of discovery-inquiry learning model for early
childhood? The purpose of this study is to know the model, method,
advantages and disadvantages of discovery-inquiry learning model in
early childhood. In conclusion, the concept of discovery-inquiry
learning model is a series of learning activities that emphasizes for
critical and analytical thinking process, and there are three methods
of discovery-inquiry learning such as guided discovery-inquiry, free
discovery-inquiry and free modified discovery-inquiry. The
advantage of this method is to help the children to develop their
ability to think and for the disadvantage is, the children must have the
readiness and mental maturity.

Keywords: discovery-inquiry, early childhood education

Background of Study

The weak teaching and learning process is one of problems that faced by
our education world nowadays. According to the authors, it can be caused by
several factors, such as the lack of educators understanding about the
educational epistemology, so that educators have not understood yet about the
scope of education appropriately. Here, the actors (teachers) have an important
role in supporting the successful of a learning activity. Learning activity is not
only understood in the outcome, but also the process in getting the outcome need
to be well considered. Besides that, the creativity and the innovation of learning
need to be developed also without leaving the philosophy of education in
Indonesia.
The relation of it in the early childhood education (PAUD), it can be
understood from the basic of learning in early childhood. According to Sofia
Hartati, this basic concept, in general are behaviorism and constructivism. Both
theories have their own characteristic that different each other. For behaviorism
theory, it emphasizes on the outcome. Different way with constructivism, it
emphasizes on the process. Because of the development of science, the educators
have to comprehend both basic learning theories in doing teaching and learning
activity. Besides that, the educators should be able to integrate with others basic
theories such as humanistic. So that in teaching and learning activity has a
humanist interaction and it able to establish the humanist person. It means that for
every aspect developed has integrated attitude.
Related to this case, an understanding about the constructivist learning
theory that is developed by Piaget, stated that knowledge will be meaningful if is
found out and discovered by the learners themselves.1 From the early age, every
child seeks and tries to develop his or her own knowledge through the existing
scheme in the cognitive structure.
Various models, strategies and methods of learning can be an interesting
study to be implemented on learning activities. According to Sukamto, the
learning model is a conceptual framework that illustrates a systematic procedure
in organizing the learning experiences to achieve certain learning objectives and
serves as a guide all learning designers and teachers in planning teaching and
learning.2
Learning model is a form of learning illustrated from beginning to the end
of activity that is typically presented by the teacher. In the other words, the
learning model is a cover or frame of approach application, strategy, method, and
instructional technique. Meanwhile, according to Roy Killen (1998) in Hamruni,
there are two approaches of learning: teacher centered approach and student
centered approach. A teacher-centered approach reduces direct, deductive and
expository learning strategies. Student-centered learning approach decreases the
discovery-inquiry and inductive learning strategies. 3 As we know that learning
strategy sometimes is still in conceptual form. To implement it, it is need the use

1
Hamruni, Strategi Pembelajaran (Yogyakarta : Insan Madani, 2012), p. 88.
2
Ibid., p. 5.
3
Ibid., p. 6-7.
 of various certain learning methods. On the other hand, we can say like this one,
strategy is a plan of operation achieving something while method is a way in
achieving something.
Understanding these things will facilitate us in reviewing one of the
concepts of Discovery-inquiry learning especially in early childhood. By using
this learning concept, learning activities are no longer conventional, but the
teacher is more as a facilitator, and the mentor who takes care of the process and
results will consider the child not as empty bottles, but as a child who brings his
own knowledge, and it is able to construct learning according to the stage of
development .
According to Bruner, the discovery-inquiry learning strategy will help the
learning process works properly and creatively if the teacher provides
opportunities for children to find and seek a rule through illustrated examples,
such as the concept of honesty4, mathematics, science and everything that related
to the development of other aspects.
Discovery-inquiry learning model is also taught in the Qur'an, exactly in the
Surah Ali-Imran verses 190-191, mentioned:

Meaning: Indeed, in the creation of the heavens and the earth and the alternation
of the night and the day are signs for those of understanding. Who
remember Allah while standing or sitting or [lying] on their sides and
give thought to the creation of the heavens and the earth, [saying],
"Our Lord, You did not create this aimlessly; exalted are You [above
such a thing]; then protect us from the punishment of the Fire.5

According to M. Quraish Shihab, the verse above states that God encourages
the human beings to think, for indeed in creation, namely the creation of the
heavens and the earth and the turn of night and day. There are signs of God's
omnipotence for ulul albb, namely those who have pure reason and contemplative

4
Sofia Hartati, Perkembangan Belajar pada Anak Usia Dini, (Jakarta : Departemen
Pendidikan Nasional Direktorat Jenderal Pendidikan Tinggi Direktorat Pembinaan
Pendidikan Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi Jakarta, 2005), p. 27
5
Departemen Agama RI, Al-Quran dan Terjemahannya Al-Hikmah (Bandung: CV
Penerbit Diponegoro, 2012), p. 75.
 about the phenomena of the universe until it comes to the very real evidence of the
unity and power of Allah SWT.6
God encourages people to think, by searching and finding signs of His
power. This is in line with the concept of discovery-inquiry learning that
emphasizes the critical and analytical thinking process to search for and find out
for them the answer to a problem.
Therefore, this discovery-inquiry learning model will be presented with a
more intense explanation in this paper, which will discuss about the concept of
discovery-inquiry learning and implementation in early childhood education.

The Concept of Discovery-Inquiry Learning Model The Definition of Discovery-

Inquiry

Inquiry comes from the word "to inquire" which means to participate.
On the other hand, involve in asking questions, seeking information, and
conducting an investigation. 7 While discovery comes from the word "to
discover" which means finding, knowing.8 Discovery (discovery) is a mental
process when the learners assimilate a concept or a principle. While, for
mental processes, such as observing, explaining, categorizing, making
conclusions and so on. Meanwhile, Inquiry (investigation) is an extension of
discovery. Inquiry contains higher level mental processes, such as formulating
problems, designing experiments, conducting experiments, collecting data,
analyzing data, drawing conclusions and so on.9
Inquiry learning strategy is a series of learning activities that
emphasizes the critical and analytical thinking process to find the answers to a
question. The thought process itself is usually done through question and
answer activity between teachers and learners.10
Discovery-inquiry is a series of learning activities that involves all
students ability maximally to look for and investigate systematically,
critically and logically so that they can find out the knowledge by themselves,
attitude and skill as the result of character changing.11

6
M. Quraish Shihab, Tafsir Al Misbah: Pesan, Kesan dan Keserasian Al -Quran Vol.
2 (Jakarta: Lentera Hati, 2002), p. 306-307.
7
John M. Echols dan Hassan Shadily, Kamus Inggris-Indonesia (Jakarta: PT
Gramedia Pustaka Utama, 1996), p. 185.
8
John M. Echols dan Hassan Shadily, Kamus Inggris-Indonesia (Jakarta: PT
Gramedia Pustaka Utama, 1996), p. 185.
9
Hamdani, Strategi Belajar Mengajar (Bandung: Pustaka Setia, 2011), p. 184-185
10
Ibid., p. 88.
11
Nanang Hanafiah dan Cucu Suhana, Konsep Strategi Pembelajaran (Bandung: PT
Refika Aditama, 2012), p. 77.
 According to Brunner (1960) in his theory called Free Discovery
Learning, a learning process will run well and creative if the teacher gives
chance to children to find out a rule through illustrated examples or something
that became the sources. In the other mean, the children are guided in
comprehending something from specific to general (inductive). For the
example is to comprehend the concept of honesty, the children do not
guided to memorize the definition of it, but they are given the real evidence
about honesty. Besides that, Brunner explains about the need of learning
theory that will explain the principles to design the effective learning. For the
example is learning theory that predicts the maximum age of children to learn
about addition, while in the fact, the learning theory just explains how the way
teacher teaches the students about addition.12
According to Brunners theory, it can be explained deeply by using
Piagets theory about cognitive. Cognitive theory that is promoted by Piaget
states that for pre-operational step is running in 2-7 years old. In this step, the
children begin to present their world by using shadow words and pictures.
This symbolic thought runs through the simple connection from sensory
information and physical act. A stable concept begins to form and mental
thought arise.13
Based on the explanation of Piaget theory about cognitive, the children
who are staying in pre-operational step are on 4-5 years old categorized in
group A. For 5-6 years old, they are included in-group B. It means that the
mental development already exist and ready for promoted with other concepts
about learning in simple way in daily life, for the example is the concept of
science, mathematics and other concepts to develop other aspects in children
development.
Based on some of previous explanations, it can be concluded that the
concept of discovery-inquiry learning is a series of learning activities that
emphasizes the critical thinking process and analytical to find the answers to a
questionable problem. This thinking process is usually done with question and
answer activities or dialogue between teachers and learners. Overall, the
learning material is not given directly, but learners seek and find their own
learning materials, while teachers only as the facilitators and mentors in
learning activities.

The function of Discovery-Inquiry Learning Model

12
Sofia Hartati, Perkembangan Belajar pada., p. 27-28.
13
John W. Santrock, Perkembangan Anak, Terj. Mila Rachmawati & Anna Kuswanti
(Jakarta: Erlangga, 2007), p. 251-253.
 There are several functions of discovery-inquiry models such as to
establish the students commitment to study which are perfomed with
involvement, sincerity, and loyalty to look for and find something in learning
process. Besides that, it also has function to build an active, creative and
innovative character in learning process in order to reach the goal of learning.
In addition, the last function is to build self-confidence and open minded to
their outcome.14
The principles of Discovery-Inquiry learning models emphasize on
mental development of students. According to Piaget, mental development is
influenced by several factors; they are maturation, physical experience, social
experience, and equilibration. Because of those factors, the discovery-inquiry
learning strategy has several principles that should be attention by educators,
as follows:
a) Intellectual-Oriented principle based on Intellectual experience, wherein
this learning strategy is not only oriented to learning outcomes but also
oriented to the learning process. Therefore, the successful criteria of this
learning strategy is the extent to which learners engage in searching and
finding something that is certainly not doubtful, so that every idea that
must be developed is a measurable idea.
b) Interaction Principle, wherein the teacher is placed not as a source of
learning. But, as a facilitator or regulator of the environment and the
regulator of the interaction itself, namely among learners, between
teachers and learners or between learners with the surrounding
environment. Teachers need to direct the learners to be able to develop
their thinking skills through their interactions.
c) The Asking Principle, this is the teacher's attempt to make the learner
more critical, and then ask best and appropriate questions. Teachers also
have to make good answerers, so the question from one learner will be
able to answer by the other, and then the teacher equips the answer.
Therefore, the ability of teachers in stimulating learners to ask in every
step of this learning strategy is needed.
d) Principles of Learning to Think, is the process of potential development
of the entire brain, both the left brain and right brain, both the reptile
brain, limbic brain, and brain neocortex. Discovery and inquiry learning
is the use of utilization and use of the brain maximally.

14
Nanang Hanafiah dan Cucu Suhana, Konsep ...., p. 78.
 e) Openness Principle, where the children need to be given the freedom to
try in accordance to the development of logical ability and reason.
Teachers have to provide space to students to develop hypotheses and
prove the truth of the proposed hypothesis.15

Several kinds of Discovery-Inquiry Methods

The various discovery-inquiry methods include:

a) Led Discovery-inquiry, namely the implementation of discovery-inquiry
is done on the instructions of the teacher. The teacher poses tracing
questions in order to direct the learners to the expected conclusion. Then
the learner conducts an experiment to prove his or her opinion.
b) Free discovery-inquiry, wherein the learners conduct free investigation
as a scientist, among other problems formulated on their own, the
investigation carried out by them and the conclusion is obtained by
themselves.
c) The free modified discovery-inquiry, where the problem posed by the
teacher is based on a theory already understood by the learner. The goal
is to conduct an investigation in order to prove the truth.16

The Steps of Discovery-Inquiry Method

Vienna Sanjaya states the learning discovery-inquiry follow the steps as

follows:
a. Orientation, in this stage, the teachers build conducive atmosphere or
learning climate. Several points that should be done in this stage are;
1) Describing the topics, objectives and learning outcomes expected to
be achieved by the learners.
2) Describing the topics of activity that must be done by learners to
achieve the goal.
3) Explaining the importance of topics and learning activities in order
to provide learners motivation.
b. Formulating the problems, which is the step that brings the learners into
a problem that contains puzzles or still in questioned. The problem
presented is what challenges the learner to solve the puzzle or problem.
Learners are encouraged to seek and find the right answer from the

15
Suyadi, Strategi Pembelajaran Pendidikan Karakter (Bandung: PT Remaja
Rosdakarya, 2013), p. 119-121.
16
Nanang Hanafiah dan Cucu Suhana, Konsep ...., p. 77.
 puzzle or problem. The process of finding answers is so important for
the learners so that can get the valuable experience as an effort to
develop mental through the process of thinking.
c. Formulating the Hypotheses, where the teachers ask questions that can
develop the learners' ability to guess (hypothesize) and encourage them
to be able to formulate answers temporarily or can formulate various
possible probability answers from a problem studied.
d. Collecting the data, it is defined as the information-gathering activity
that is required to examine the proposed hypothesis. In the inquiry
study, collecting the data is a very important mental process in
intellectual development. The process of data collection requires a
strong motivation in learning and perseverance and the ability to use his
or her potential thinking.
Some steps that must be considered in applying discovery-inquiry learning
model, including:
a. Identify the needs of learners.
b. Do preliminary selections of concepts that will be be studied.
c. Selection of materials or problems that will be studied.
d. Determining the roles that will be done each learner.
e. Checking learners' understanding of the issues that will be investigated
and discovered.
f. Prepare classroom settings.
g. Prepare the necessary facilities.
h. Provide an opportunity for learners to conduct investigations and
discoveries.
i. Analyze the findings data by yourself.
j. Stimulate so that occur the dialogue interaction activity among learners.
k. Provide reinforcement to learners to be viable in discovery.
l. Facilitate learners in formulating principles and generalizations on the
findings. 17

The Advantages and Disadvantages of Discovery-Inquiry Learning

Methods

17
Nanang Hanafiah dan Cucu Suhana, Konsep ...., p.78.
 Here, the Advantages of Discovery and Inquiry Model that expalined by
Nanang Hanafiah and Cucu Suhana as follows:
1) Help the learners to develop, readiness and mastery of skills in the
cognitive process.
2) The learners gain the knowledge individually so that can understand
and settle in their own mind.
3) Build up the motivation and passion for learners to study harder.
4) Provide opportunities to develop and advance based on their each
ability and interest.
5) Strengthen and increase the self-confidence through the process of
self-discovery because the learning is centered on learners with very
limited teacher roles.

Likewise Ratna Pangastuti who describes some of the advantages of discovery

and inquiry learning model, namely:
1) Emphasis on cognitive, affective and psychomotor development in
balanced way so that learning is more meaningful.
2) Provide the opportunities for learners to learn according to their
learning style.
3) Appropriate with the development of psychology modern learning
that considers learning is the process of behavior changing through
experience.
4) Serve the needs of learners who have under average ability. 18

The disadvantages of Discovery and Inquiry Learning Model

According to Nanang Hanafiah and Cucu Suhana, there several

disadvantages of discovery and inquiry learning model, they are:
1) The learners must have the readiness and maturity of mental, learners
must be brave and willing to know the surrounding circumstances
properly.
2) In Indonesia, the number of learners in a classroom is exceed, so this
learning model will not achieve the satisfactory results.
3) Both teachers and learners are very common with the old-style learning
process, and then this learning model will be disappointing.

18
Ratna Pangastuti, Edutainment Pendidikan Anak Usia Dini (Yogyakarta: Pustaka
Pelajar, 2014), p. 49
 4) There is criticism that the process in this learning model is too
concerned with the process of understanding alone, less attention to the
development of attitudes and skills for learners. 19

Likewise, Ratna Pangastuti describes some disadvantages of the discovery and

inquiry learning model, namely:
1) It is difficult to control the activities and the successful of learners.
2) It is not easy to design, because it hits the habits of learners.
3) Sometimes the implementation takes a long time.
4) As long as the criteria and successful learning is determined by the
ability of learners to master the subject matter, this learning model is
difficult to be implemented by the teacher. 20

Before explain about the implication of discovery-inquiry learing model,

the author will attempt to describe the location or position of discovery-inquiry,
such as the concept, model or strategy. it is because there are many differences
of opinion about the concept of discovery-inquiry learning. it is often has
interchange in using both model or between discovery (discovery) and inquiry
(investigation).

Picture 1. Discovery-Inquiry Learning Model

19
Nanang Hanafiah dan Cucu Suhana, Konsep ...., p. 79
20
Ratna Pangastuti, Edutainment ...., p. 49
A. The Implementation of Discovery-Inquiry Learning Model
Referring to Brunner's theory of "Free Discovery Learning", in order to make
good and creative learning process, the educators need to provide opportunities for
children to find a concept of their own learning through the guidance to understand
anything from specific to the complex. This activity can be done through
questions, or hypotheses that lead to conclusions.

Theme : My profession Time : Wednesday, 18th of

March 2015
Subtheme : Researcher Group of age : 4-5 years old

Media or
TPP Learning objectives Learning activities
Sources
Identify the The child is able to Story telling Story
good or polite identify the concept of Honesty book
and bad honesty. NAM
behaviors
(NAM.1) Finding the maze trace Maze
Honesty trace book
Express The child is able to Exploring the color The child
themselves with express themselves into water itself
art work by through game media
using various oil, water, glass, and Dialog : oil and water Frying oil,
media (MH.5) coloring tools Guessing the water,
experiment whether glass or
oil and water can mix bottle,
each other or no? coloring
tools.

Identify the The child is able to Make a magic water Ibid.,

simple concept identify the scientific
in simple concept of why
activity between oil and water
scientific cannot be mixed each
concept other.
(K.A.4)
 Answer the The child is able to Dialogue The
simple question answer the question oil and water children
(B.2) about oil and water directly

Show the self- The children can show Finding result magic The
confidence and tell the result of water children
(SOSEM.6) the project through an directly
experiment using
magic water.

This learning activity can be implemented through the discovery-inquiry

learning model, which is about "magic water", with the aim of learning is so that the
child is able to recognize the simple science concept of "oil and water that cannot be
united". When it is viewed from the planned learning activities, the learning
approaches are child-centered or student-centered, the educators as facilitators and
mentors. In addition, the method used is varied such as story, conversation,
discovery-inquiry led, and so on.

Conclusion
The concept of discovery-inquiry learning is a series of learning activities that
emphasizes on critical and analytical thinking process to find the answers to a
questionable problem. This thinking process is usually done with question and answer
activities or dialogue between teachers and learners. The learning materials explicitly
are not given directly, but the learners seek and find their own learning materials,
while teachers act as facilitators and mentors in learning activities.
In terms of discovery-inquiry stated as learning model, which is a series of
activities in which contains approaches and methods of learning. When it is viewed
from the implementation of learning model by using the approach of "student
centered approach", which directly create the discovery-inquiry learning strategy that
is still conceptual, therefore in the implementation of learning methods is required,
with the characteristics in, which has a way to achieve the learning objectives ,
learning steps, advantages and disadvantages of the learning method. For example is,
guided discovery-inquiry method, free discovery-inquiry method, free modified
discovery-inquiry method.
The discovery-inquiry learning model is good choice to implement in early
childhood education, because the child is a learner who has great curiosity and is able
to construct his or her own knowledge. In addition, children at the age of 2-6 years
are at preoperative stage, so that their mental development has emerged, so that
learning will be more meaningful.

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