scholarly journals Self-confidence and mathematics achievement using guided discovery learning in scientific approach

2019 ◽  
Vol 1157 ◽  
pp. 042093 ◽  
Author(s):  
R Amiyani ◽  
J B Widjajanti
Keyword(s):  
Mathematics Achievement ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Self Confidence ◽  
Scientific Approach ◽  
And Mathematics

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

scholarly journals Komparasi Keefektifan Saintifik dan PMRI Ditinjau dari Prestasi, Minat, dan Percaya Diri Siswa Kelas VII

2016 ◽  
Vol 11 (1) ◽  
pp. 91
Author(s):  
Uki Suhendar ◽  
Djamilah Bondan Widjajanti
Keyword(s):  
Mathematics Achievement ◽  
Data Collection ◽  
Experimental Research ◽  
T Test ◽  
Learning Achievement ◽  
Significance Level ◽  
Self Confidence ◽  
Trace Test ◽  
Scientific Approach ◽  
Quasi Experimental

Penelitian eksperimen semu ini bertujuan untuk mendeskripsikan keefektifan Pendekatan Saintifik, mendeskripsikan keefektifan Pendekatan PMRI, dan mendeskripsikan manakah yang lebih efektif diantara Saintifik dan PMRI ditinjau dari prestasi, minat, dan percaya diri. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 2 Babadan Ponorogo Jawa Timur Indonesia dan secara acak terpilih kelas VIIB dan VIIC sebagai sampel. Teknik pengumpulan data adalah tes dan non-tes, dengan instrumen meliputi soal tes prestasi, angket minat dan percaya diri. Teknik analisis data menggunakan uji t dan Hotelling’s Trace. Hasil penelitian pada taraf signifikansi 0,05 menunjukkan bahwa Pendekatan Saintifik efektif ditinjau dari prestasi, minat, dan percaya diri. Pendekatan PMRI efektif ditinjau dari prestasi dan percaya diri, tetapi tidak efektif ditinjau dari minat. Saintifik dan PMRI sama-sama efektif ditinjau dari prestasi dan percaya diri, akan tetapi ditinjau dari minat Saintifik lebih unggul daripada PMRI.Kata kunci: pendekatan Saintifik, pendekatan PMRI, prestasi, minat, percaya diri The Comparison of the Effectiveness of Scientific and PMRI Approaches Based on the Achievement, Interest, and Self-Confidence of Students of Grade VII AbstractThis quasi-experimental research aims to describe the effectiveness of Scientific Approach, describe the effectiveness of PMRI approach, and describe which is more effective between of Scientific and PMRI Approaches in terms of the achievement, interest, and self-confidence. The population in this research were students of class VII SMPN 2 Babadan Ponorogo, East Java, Indonesia, and randomly selected VIIB and VIIC classes as a sample. The data collection techniques were a test and non-test, the instrument covers about mathematics achievement tests, questionnaires for students’ interest and self-confidence. The data were analysed using the t test and the Hotelling's Trace test. The results show that at the significance level of 0.05 the Scientific Approach is effective in terms of students’ achievement, interest, and self-confidence, while the PMRI Approach is effective in terms of learning achievement and self-confidence, but it is not effective in terms of interest. The Scientific and PMRI Approaches are equally effective in terms of learning achievement and self-confidence, but in terms of interest the Scientific Approach is superior to the PMRI Approach.Keywords: Scientific Approach, PMRI Approach, mathematics achievement, interest, self-confidence

scholarly journals The Influence of Pakpak Culture Based on Guided Discovery Learning Model in Mathematical Communication Ability and Self Confidience of Students in SD Negeri No. 030277 Teladan, Sidikalang Districts, Dairi Regency

2021 ◽  
Vol 4 (2) ◽  
pp. 888-900
Author(s):  
Erentiana Prinita Sinaga ◽  
KMS. M. Amin Fauzi ◽  
Waminton Rajagukguk
Keyword(s):  
Communication Skills ◽  
Significant Influence ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Communication ◽  
Guided Discovery ◽  
Fifth Grade Students ◽  
Self Confidence ◽  
Direct Learning ◽  
Teaching Learning

In fact, the implementation of the teaching-learning process does not train and develop students' communication skills to cause interaction between students, such as working together, expressing ideas, asking questions, and responding to questions / opinions of other students. The teachers have applied the discussion learning model, but this is done with a direct learning model. During the discussion, the teacher only gives a number of assignments to students which contain almost all of the material without giving instructions, so that the students' thinking patterns do not develop and are not stimulated to think critically. This research was conducted at SD Negeri No.030277 Teladan Sidikalang, Sidikalang District, Dairi Regency. The population in this study was all fifth grade students of SD Negeri No.030277 Teladan Sidikalang which consisted of 3 classes totaling 91 students. Class VA as many as 31 students, class VB as many as 30 students, and class V-C as many as 30 students. There is a significant influence between learning (guided discovery learning and direct learning) on students' mathematical communication skills. The effect of the independent variable on changes in the dependent variable is 31.2%, while the remaining 68.8% is influenced by other variables. There is a significant influence between learning (guided discovery learning and direct learning) on students' self confidence. The effect of independent variables on variable changes is 9.6%, while the remaining 90.4% is influenced by other variables.

scholarly journals Impementasi Metode Penemuan Terbimbing Guna Meningkatan Kepercayaan Diri Siswa Dalam Belajar Matematika

2020 ◽  
Vol 3 (1) ◽  
pp. 50-64
Author(s):  
Nurul Husnah Mustika Sari
Keyword(s):  
Action Research ◽  
Mathematics Learning ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Test Form ◽  
Self Confidence ◽  
The Subject ◽  
Written Test ◽  
Very High ◽  
Learning By Using

Abstrak: Penelitian ini bertujuan untuk meningkatkan kepercayaan diri siswa kelas XI SMA dalam pembelajaran matematika melalui metode penemuan terbimbing. Penelitian ini merupakan penelitian tindakan kelas secara kolaboratif antara peneliti dan guru matematika. Model penelitian ini menggunakan model Kemmis & Mc. Taggart. Subjek penelitian ini adalah siswa kelas XI SMA. Instrumen yang digunakan pada penelitian ini adalah lembar observasi, angket, dan tes tertulis. Hasil penelitian menunjukkan bahwa dengan metode penemuan terbimbing berbantuan LKS yang digunakan sebagai media untuk melakukan kegiatan penemuan, kepercayaan diri siswa dapat meningkat. Peningkatan kepercayaan diri siswa kelas XI SMA dengan metode penemuan terbimbing dapat dilihat dari peningkatan persentase siswa yang memiliki kepercayaan diri kategori sangat tinggi dan peningkatan rata-rata kepercayaan diri siswa secara klasikal setelah melakukan dua siklus tindakan. Abstract:  This research aims to increase student’s self confidence in XI SMA in mathematics learning by using guided discovery learning. This research is an action research. It is a colaboated research by researcher and teacher. This reasearch used Kemmis & Mc. Taggart model. The subject of this research is students of XI SMA. The instruments that used in this research are observation sheets, questionnaire, and written test. Form this research, it is shown that guided discovery learning that used worksheet to discover concept, can be used to increase student’s self confidence. It can be seen from the increase in the percentage of student’s who have very high self confidence categories and the increase of student’s self confidence mean after two cycle

scholarly journals Hierarchical Linear Modeling of the relationship between Attitudinal and Instructional Variables and Mathematics Achievement

2016 ◽  
Vol 7 (5) ◽  
pp. 1328-1336 ◽  
Author(s):  
Paul Kwame Butakor
Keyword(s):  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Educational Aspirations ◽  
Linear Modeling ◽  
Self Confidence ◽  
Frequent Use ◽  
Fundamental Goal ◽  
Exploratory Factor Analyses ◽  
And Mathematics ◽  
The Relationship

Students’ achievement in mathematics is often considered necessary for the success of the future of a country. Therefore, the training and preparation of students to do well in mathematics has become fundamental goal of educat ion for most countries and more specifically in Ghana. Applying Hierarchical Linear Modeling on the Trends in International Mathematics and Science Study (TIMSS) 2007 data, the relationship between attitudinal and instructional variables and mathematics achievement among Ghana’s grade eight students was examined. Prior to the analyses, exploratory factor analyses were conducted for clusters of similar items to reduce the number of predictor variables. The results indicate that student’s gender, educational aspirations, self-confidence in mathematics, value for mathematics, and frequent use of some instructional variables were significant positive predictors at Level 1. Whiles amount of homework, years of teaching, major area of study were significant positive predictors, teaching license or certificate was a significant negative predictor at Level 2.

scholarly journals OPTIMALISASI GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN SELF-CONFIDENCE SISWA DALAM PEMBELAJARAN MATEMATIKA

2020 ◽  
Vol 4 (2) ◽  
pp. 282-294
Author(s):  
Cinta Adi Kusumadewi ◽  
Raden Rosnawati
Keyword(s):  
Junior High School ◽  
Discovery Learning ◽  
School Level ◽  
Learning Approach ◽  
High School Level ◽  
Guided Discovery ◽  
Cycle Basis ◽  
Self Confidence ◽  
Cumulative Score ◽  
Before And After

Penelitian ini dilakukan untuk mengetahui upaya optimalisasi pendekatan guided discovery learning untuk meningkatkan self-confidence siswa. Jenis penelitian ini merupakan penelitian tindakan berdasarkan model Kemmis dan McTaggart. Penelitian ini dilaksanakan terhadap 28 siswa kelas VII di level sekolah menengah pertama. Pengambilan data dilakukan dengan angket self-confidence dengan pengisian skala likert 1-5 sebelum dan setelah tindakan. Butir pernyataan pada angket merupakan penjabaran dari lima aspek self-confidence, yaitu keyakinan terhadap kemampuan matematis, keyakinan terhadap matematika, sikap optimis, rasional dan realistik, serta ketegasan dalam tindakan. Untuk mengetahui tingkat self-confidence siswa melalui pendekatan guided discovery learning. Teknik analisis data menggunakan persentase dari rata-rata hasil skor kumulatif pada setiap siklus. Tindakan dengan pendekatan guided discovery learning dilakukan secara bersiklus hingga mencapai peningkatkan self-confidence siswa kelas VII. Hasil penelitian menunjukkan bahwa pendekatan guided discovery learning dapat meningkatkan self-confidence siswa kelas VII dengan optimalisasi pada setiap langkah pembelajaran. Di samping itu, adanya peran guru sangat penting dalam meyakinkan siswa terhadap langkah-langkah penyelesaian melalui cross-check/evaluation sesuai kaidah penyelesaian.OPTIMIZATION GUIDED DISCOVERY LEARNING TO IMPROVE STUDENTS’ SELF-CONFIDENCE IN MATHEMATICS LEARNINGThis study was conducted to optimize the guided discovery learning approach to increase students' self-confidence. This study is an action research based on the Kemmis and McTaggart model. This study was conducted on 28 grade VII students at the junior high school level. The data were collected using a self-confidence questionnaire in a Likert scale of 1-5 before and after the implementation. The statement items in the questionnaire describe five aspects of self-confidence, namely belief in mathematical abilities, belief in mathematics, optimism, rational and realistic attitudes, and assertiveness in action. Then, to determine the level of student self-confidence, the guided discovery learning approach was used. The data analysis technique used a percentage of the average cumulative score in each cycle. The action with the guided discovery learning approach was carried out on a cycle basis to achieve an increase in self-confidence of class VII students. The results show that the guided discovery learning approach could increase the self-confidence of class VII students by optimizing each step of the learning. In addition, teacher's role is crucial in convincing students of the steps for completion through cross-check/evaluation according to the rules of completion.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2015 ◽  
Vol 16 (1) ◽  
pp. 1-14
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both on students who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills.   Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing, baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

scholarly journals Perbandingan antara Keefektifan Model Guided Discovery Learning dan Project-Based Learning pada Matakuliah Geometri

2015 ◽  
Vol 10 (2) ◽  
pp. 179 ◽  
Author(s):  
Okky Riswandha Imawan
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Self Confidence ◽  
Solid Geometry ◽  
Model Project

Penelitian ini bertujuan untuk mendeskripsikan keefektifan dan perbedaan keefektifan antara model Guided Discovery Learning (GDL) dan model Project- Based Learning (PjBL) ditinjau dari prestasi belajar, kepercayaan diri, dan keterampilan berpikir kritis mahasiswa pada matakuliah geometri ruang. Jenis penelitian ini adalah kuasi eksperimen. Subjek penelitian ini adalah dua kelas mahasiswa Program Studi Pendidikan Matematika Universitas Ahmad Dahlan semester 2 yang dipilih secara acak. Analisis data untuk menguji keefektifan model GDL dan model PjBL ditinjau dari masing-masing variabel terikat menggunakan Uji t. Sedangkan teknik analisis data untuk menguji perbedaan antara keefektifan model GDL dan model PjBL menggunakan Uji MANOVA. Hasil penelitian menunjukkan bahwa, ditinjau dari prestasi belajar, kepercayaan diri, dan keterampilan berpikir kritis mahasiswa diketahui bahwa penerapan  model GDL pada matakuliah Geometri Ruang efektif, penerapan Model PjBL pada matakuliah Geometri Ruang efektif, dan tidak terdapat perbedaan keefektifan model GDL dan model PjBL pada matakuliah Geometri Ruang.Kata Kunci: model guided discovery learning, model project-based learning, prestasi belajar, kepercayaan diri, keterampilan berpikir kritis The Comparisons Between the Effectiveness of the Guided Discovery Learning Model and Project-Based Learning Model on Solid Geometry Subjects AbstractThis research aims to describe the effectiveness and effectiveness differences of the Guided Discovery Learning (GDL) Model and the Project Based Learning (PjBL) Model in terms of achievement, self-confidence, and critical thinking skills of students on the Solid Geometry subjects. This research was quasi experimental. The research subjects were two undergraduate classes of Mathematics Education Program, Ahmad Dahlan University, in their second semester, established at random. The data analysis to test the effectiveness of the GDL and PjBL Models in terms of each of the dependent variables used the t-test. The data analysis to test differences between effectiveness of the GDL and that of the PjBL Model used the MANOVA test. The results of this research show that viewed from achievement, self confidence, and critical thinking skills of the students are the application of the GDL Model on Solid Geometry subject is effective, the application of the PjBL Model on Solid Geometry subject is effective, and there is no difference in the effectiveness of GDL and PjBL Models on Solid Geometry subject in terms of achievement, self confidence, and critical thinking skills of the students.Keywords: guided discovery learning model, project-based learning model, achievement, self-confidence, critical thinking skills

scholarly journals Guided discovery learning, personality traits, and speaking confidence of Iranian Intermediate EFL Students

2021 ◽  
Vol 7 (2) ◽  
pp. 614-626
Author(s):  
Leili Darakhani ◽  
Peyman Rajabi ◽  
Keivan Mahmoodi
Keyword(s):  
Personality Traits ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Efl Learners ◽  
Self Confidence ◽  
Quasi Experimental ◽  
Efl Students ◽  
Speaking Confidence ◽  
Quantitative Descriptive ◽  
Age Range

The current work aims to examine the association between Guided Discovery Learning (GDL) and personality traits and speaking confidence of Iranian EFL learners in terms of their gender. The study was conducted based on a quantitative-descriptive research method and quasi-experimental design. Accordingly, 60 participants were chosen in terms of convenience-random sampling from two language institutes in Tehran. They included both female (N=30) and male (N=30) of general English courses and were in the age range of 15 to 34 years. The results revealed that extraversion made a significant contribution to the self-confidence of Iranian EFL learners. Also, the guided discovery resulted in a more realistic classroom with an atmosphere like daily life as the learners were more active and responsible. Our findings might have significant implications for the curriculum and material designers to incorporate the GDL principles and students’ personality traits.

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