Comparison of mathematical literacy enhancement between students with problem-based learning and guided discovery learning model

Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.

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Development of guided discovery learning model worksheet on sequences and series in vocational schools

Proceedings of the International Conferences on Educational, Social Sciences and Technology - ICESST 2018 ◽

10.29210/2018153 ◽

2018 ◽

Author(s):

Fimatesa Windari ◽

Armiati Armiati ◽

Yulkifli Yulkifli

Keyword(s):

Learning Model ◽

Discovery Learning ◽

Vocational Schools ◽

Guided Discovery

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Studi Komparasi Penerapan Model Guided Discovery Learning dan Inquiry Learning terhadap Retensi Matematika

Jurnal Ilmiah Universitas Batanghari Jambi ◽

10.33087/jiubj.v19i3.716 ◽

2019 ◽

Vol 19 (3) ◽

pp. 524

Author(s):

Lilik Masfiyah ◽

Rufi'i Rufi'i ◽

Harwanto Harwanto

Keyword(s):

Inquiry Learning ◽

Learning Model ◽

Discovery Learning ◽

P Value ◽

Retention Data ◽

Guided Discovery ◽

Significance Level ◽

Significant Difference ◽

Written Test ◽

Academic Year

This study aimed to examine the differences in mathematics retention of grade V Primary school between students who were taught using guided discovery learning model and inquiry learning model. The method in this study was a quasy experimnetal method. The population in this study was all students in grade V at SDN Pongangan and SDN Sukomulyo in 2018/2019 academic year which in total were 202 students. Samples were selected by purposive random sampling. The sample was divided into two group which are experiment 1 and experiment 2. The instrument used to collect mathematics retention data was a written test. The Data was analysed using descriptive statistic analysis and t-test. The results of data analysis at 0,05 significance level and df = 130 showed that t-count (2,276) > t-tabel (1,978) and also p-value (2-tailed) 0,024 < 0,05. So, it mean that there was a significant difference in mathematics retention between students who were taught using guided discovery learning model and inquiry learning model.

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Kemampuan Literasi Matematis Siswa melalui Model Pembelajaran Problem Based Instruction

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v8i3.535 ◽

2019 ◽

Vol 8 (3) ◽

pp. 389-398

Author(s):

Vika Conie Fatwa ◽

Ari Septian ◽

Sarah Inayah

Keyword(s):

Problem Based Learning ◽

Sampling Technique ◽

Learning Model ◽

Literacy Skills ◽

Mathematical Literacy ◽

Purposive Sampling ◽

9Th Grade ◽

Quasi Experimental ◽

Literacy Ability ◽

Based Instruction

AbstrakLatar belakang penelitian ini yaitu masih rendahnya kemampuan literasi matematis. Penelitian ini bertujuan mengetahui apakah model pembelajaran Problem Based Instruction (PBI) yang juga sebagai alternatif solusi permasalahan dapat meningkatkan kemampuan literasi matematis siswa. Metode penelitian adalah kuasi eksperimen dengan desain Nonequivalent group pretest-postest design. Instrumen berbentuk tes literasi matematis berupa tes awal (pretest) dan tes akhir (posttest). Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 5 Cianjur tahun ajaran 2018/2019 yang tersebar dalam sembilan kelas, sedangkan sampelnya dipilih dengan teknik purposive sampling sebanyak dua kelas yaitu kelas VIII D sebanyak 27 siswa sebagai kelas eksperimen yang diberikan perlakuan dengan menggunakan model pembelajaran Problem Based Learning (PBI), dan VIII C sebanyak 25 siswa sebagai kelas control dengan pembelajaran biasa. Berdasarkan penelitian diketahui bahwa terdapat peningkatan kemampuan literasi matematis siswa dengan model pembelajaran Problem Based Instruction (PBI). Peningkatan tersebut lebih baik jika dibandingkan dengan peningkatan pada siswa dengan pembelajaran biasa.Kata Kunci: Kemampuan Literasi Matematis, Problem Based Instruction, PBI. Mathematical Literacy Ability Students through Problem Based Instruction Learning ModelsAbstractThe background of this research is low mathematical literacy ability. The purpose of this research is to find out the differences in increasing students’ mathematical literacy ability between those who use the Problem Based Instruction (PBI) learning model as an alternative solution to the problem and who use ordinary learning. A method in this research is quasi-experimental with nonequivalent group pretest-posttest design. The instruments are a mathematical literacy instrument consisting of the initial test (pretest) and the final test (posttest). The population in this study were all students at SMP Negeri 5 Cianjur in year 2018/2019 that spread into 9th grade, while the samples chosen with purposive sampling technique were two classes, namely VIII D class as the experimental class which is given Problem Based Learning (PBI) and VIII C as the control class with ordinary learning. Based on the tests of mathematical literacy abilities that have been analyzed it is found that there are differences in mathematical literacy skills students who applied the Problem Based Instruction (PBI) learning model is were better than ordinary learning. The increase is better when compared to the increase in students with ordinary learning.Keywords: Mathematical literacy ability, Problem Based Instruction, PBI.

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Efforts to Improve Concept Understanding Energy Sources Through The Guided Discovery Learning Model In Primary School Students

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i3.46064 ◽

2020 ◽

Vol 3 (3) ◽

pp. 768

Author(s):

Nuryanti Nuryanti

Keyword(s):

Learning Model ◽

Discovery Learning ◽

Male Students ◽

Energy Sources ◽

Research Subjects ◽

Primary School Students ◽

School Students ◽

Guided Discovery ◽

Concept Understanding ◽

Online Evaluation

<p><em>The study, entitled Efforts to Improve Understanding the Concept of the Benefits of Energy Sources through the Guided Discovery Learning Model of Elementary School Students in Class IV Semester 1 SD Negeri Sidasari 03 which aims to improve students' understanding of the concept of the benefits of energy sources with 11 research subjects consisting of 7 male students. male and 4 female students. This research was conducted because the students' conceptual understanding of the benefits of energy was still low. In cycle I, it shows that 3 students (60%) have completed, 2 students (40%) have not completed, and 6 students have not been able to take part in online evaluation activities. The research was continued in Cycle II with the results in cycle II showing 4 students (36%) who did not complete, 7 students (64%) of 11 students who did not complete. The use of the Guided Discovery Learning model can improve understanding of the concept of energy sources.</em></p>

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PERBEDAAN HASIL BELAJAR PERBEDAAN HASIL BELAJAR SISWA YANG DIAJAR MENGUNAKAN MODEL PEMBELAJARAN DISCOVERY LEARNING DENGAN PROBLEM BASED LEARNING PADA MATERI POKOK PENCEMARAN LINGKUNGAN KELAS X IPA SMA NEGERI 1 SUNGGAL

Jurnal Pelita Pendidikan ◽

10.24114/jpp.v5i3.8859 ◽

2018 ◽

Vol 5 (3) ◽

Author(s):

Trioki Ningsih ◽

Puji Prastowo

Keyword(s):

Environmental Pollution ◽

Learning Outcomes ◽

Random Sampling ◽

Problem Based Learning ◽

Learning Model ◽

T Test ◽

Discovery Learning ◽

Learning Models ◽

Model Learning ◽

Academic Year

This research aimed to determine the differences between student’s learning outcomes that were taught by used discovery learning and problem based learning models on topic of environmental pollution in grade x SMA Negeri 1 Sunggal in academic year 2014/2015, The population of all of the students at grade X, that consisted of 4 classes and total of the students were 156 students. The samples were taken at random sampling of two classes, with details class X2 used discovery learning model and X1 used problem based learning model and each class numbered 39 students, so the number of samples in this study were 78 students. Type of research was experimental. The results showed that the learning outcomes of students who were taught by using discovery learning model was 82,05 ± 8,25, while the learning outcomes of students who were taught by using the problem based learning model was 76,41 ± 8,15. The result from the t-test at α = 0,05 with th 3,044; tt 1,995; and dk 76 refer that there was significant different from student’s learning outcomes who were taught using discovery learning model with problem based learning model on topic of environmental pollution in grade X SMA Negeri 1 Sunggal in academic year 2014/2015.Keywords : discovery learning, learning model, learning outcomes, problem based learning

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The Utilization of Project Based Learning and Guided Discovery Learning: Effective Methods to Improve Students’ Mathematics Ability

AL-TA LIM ◽

10.15548/jt.v25i3.487 ◽

2019 ◽

Vol 25 (3) ◽

pp. 261-271

Author(s):

Nanang Supriadi ◽

Muhamad Syazali ◽

Bella Dwi Lestari ◽

Eva Sima Dewi ◽

Lintang Fitra Utami ◽

...

Keyword(s):

Hypothesis Testing ◽

Learning Model ◽

Project Based Learning ◽

Discovery Learning ◽

Learning Motivation ◽

Mathematical Representation ◽

Factorial Designs ◽

Guided Discovery ◽

Mathematics Ability ◽

Mathematics Test

The purpose of this study was to determine whether there is any difference between students’ mathematical representation ability who were taught by using the learning model of Project Based Learning with students who were taught by Guided Discovery Learning; there is any difference in the students' mathematical representation ability based on high, medium, or low learning motivation categories, and there is an interaction between the learning model and the learning motivation toward mathematical representation ability. A quasi experiment was used with 2x3 factorial designs. Instrument used to collect data was mathematics test and learning motivation questionnaire. The hypothesis testing used two way analysis of variance with unequal cell. Based on the results of hypothesis testing, it can be concluded that there is a difference in the students' mathematics ability that was taught by using Project Based Learning model with students who were taught by sing Guided Discovery Learning model; there is a difference in the students’mathematical representation ability based on high, medium, or low learning motivation; and there is an interaction between the learning model and the learning motivation on the mathematics ability.

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