The Impact of Google Forms-Assisted Discovery Learning Model on High School Students' Capacity for Creative Thought in Physics Classes

Abstract

The purpose of this study was to evaluate the impact of using the Google Forms-assisted discovery learning approach on high school students' capacity for original thought during physics classes. (differing from other research) This study used a non-equivalent control group design and a quantitative approach using a quasi-experimental design. Students from classes X MIPA 1 and X MIPA 2 served as the experimental and control groups, respectively, for this study, which was carried out at SMAN 16 Bandar Lampung. Essay questions were used as a test instrument to gather data. The independent sample t-test, with a significance level of 0.05, was the statistical test that was employed. The findings of the hypothesis test showed that the sig value was less than 0.05 (i.e., 0.018 < 0.05), supporting the H1 hypothesis and showing a significant difference in the creative thinking skills of the control class and the class that used the Google Form-assisted discovery learning paradigm. Thus, it can be said that utilizing the Google Form-assisted discovery learning methodology improves students' capacity for original thought in physics classes.