Discovery Learning Model on Mathematics Learning at Islamic Private Junior High School Darussalam

Okviani Syafti

Abstract


The study aims to determine whether the mathematics learning outcomes of students who learn discovery learning are better than students who learn conventionally. It also aims to find out whether the mathematics learning outcomes of students with high initial abilities and low initial abilities with discovery learning are better than students who learn conventionally. This type of research is a Quasi Experiment with quantitative approach design and used was a randomized control group only design with treatment by blocks. The population in this study were students of class VII  Islamic private junior high school or MTsS Darussalam Ampiang Parak, Sutera Sub District, Pesisir Selatan. The research sample was randomly selected,
namely students of class VII.1 as the experimental class and VII.2 as the control class. The research data were obtained from the results of the initial ability test and the final test given after the experiment was carried out. Data analysis using t test.
The results of the analysis show that: 1) The mathematics learning outcomes of students with discovery learning model are better than those taught by conventional learning, 2) Mathematics learning outcomes of students with high initial abilities and students with low initial abilities with discovery learning learning models of learning are
better than students with high initial abilities. taught by conventional
learning. The results could be a solution for teachers to provide learning to develop students' ability invention, especially in the discovery of mathematical concepts and problem solving both in learning and in daily life

Keywords


Discovery learning; mathematical learning outcome; initial ability.

10.15548/jt.v28i1.656 Abstract view : 917 times PDF : 742 times

Full Text:

PDF

References


Afandi, A. (2018). Difference of learning mathematics between open question model and conventional model. Malikussaleh Journal of Mathematics Learning (MJML), 1(1), 13–18.

Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1.

Batubara, I. H. (2019). Improving Student’s Critical Thinking Ability Through Guided Discovery Learning Methods Assisted by Geogebra. International Journal for Educational and Vocational Studies, 1(2), 116–119.

Bruner, J. S. (2009). The process of education. Harvard University Press.

Cantoral, R., & Farfáan, R. M. (2003). Mathematics education: A vision of its evolution. Educational Studies in Mathematics, 53(3), 255–270.

Humairah, H., Solfitri, T., & Permana, D. (2019). Improving Mathematic Students’ Learning Process and Achievement Through Discovery Learning Model at MAN 2 Model Pekanbaru. Journal of Physics: Conference Series, 1351(1), 012084.

Kadarisma, G. (2016). Improving Students’ Logical Thinking Mathematic Skill Through Learning Cycle 5E and Discovery Learning. Proceeding Of 3rd International Conference on Research Implementation Education Of Mathematics and Science. UNY.

Kariman, D., Harisman, Y., Sovia, A., & Prahmana, R. C. I. (2019). Effectiveness of Guided Discovery-Based Module: A Case Study in Padang City, Indonesia. Journal on Mathematics Education, 10(2), 239–250.

Kartika, Y., Hutapea, N. M., & Kartini, K. (2020). Mathematical Learning Development using Discovery Learning Model to Improve Mathematical Understanding Skills of Students. Journal of Educational Sciences, 4(1), 124–132.

Kurniasih, I., & Sani, B. (2014). Implementasi kurikulum 2013: Konsep & penerapan. Kata Pena.

Maufur, H. F. (2020). Sejuta jurus mengajar Mengasyikkan. Alprin.

Nisbet, S., & Warren, E. (2000). Primary school teachers’ beliefs relating to mathematics, teaching and assessing mathematics and factors that influence these beliefs. Mathematics Teacher Education and Development, 2(34–47).

Prayitno, S. H. (2020). Pengaruh kecerdasan emosional dalam pembelajaran matematika abad 21. Katalog Buku Karya Dosen ITATS, 1–50.

Rafianti, I., Anriani, N., & Iskandar, K. (2018). Pengembangan perangkat pembelajaran matematika dalam mendukung kemampuan abad 21. Kalamatika: Jurnal Pendidikan Matematika, 3(2), 123–138.

Rafiqoh, S. (2020). Arah Kecenderungan dan Isu Dalam Pembelajaran Matematika Sesuai Pembelajaran Abad 21 Untuk Menghadapi Revolusi Industri 4.0. Jurnal MathEducation Nusantara, 3(1), 58–73.

Simanjuntak, D., Napitupulu, E. E., Manullang, M., Manalu, R., & Sinambela, L. (2018). The enhancement difference of student mathematical problem solving ability between guided discovery learning model and direct learning model. American Journal of Educational Research, 6(12), 1688–1692.

Siregar, E., & Nara, H. (2010). Teori belajar dan pembelajaran.

Supriadi, N., Syazali, M., Lestari, B. D., Dewi, E. S., Utami, L. F., Mardani, L. A., & Putra, F. G. (2018). The utilization of project based learning and guided discovery learning: Effective methods to improve students’ mathematics ability. Al-Ta Lim Journal, 25(3), 261–271.

Syafti, O. (2020). Pengaruh model discovery learning terhadap kemampuan pemahaman konsep matematika siswa kelas VII MTsN 12 Pesisir Selatan. Jurnal Kepemimpinan Dan Pengurusan Sekolah, 5(1), 57–64.

Syah, M. (2013). Psikologi belajar.

Wilcox, B., & Monroe, E. E. (2011). Integrating writing and mathematics. The Reading Teacher, 64(7), 521–529.

Yuliani, K., & Saragih, S. (2015). The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Students at Islamic Junior High School of Medan. Journal of Education and Practice, 6(24), 116–128




DOI: https://doi.org/10.15548/jt.v28i1.656

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Al-Ta lim Journal



View Stats
Al-Ta'lim Journal published by Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang

Al-Ta'lim Online Journal
Print ISSN 1410-7546 Online ISSN 2355-7893


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.