scholarly journals Influence of the Guided Discovery Learning Model on Primary School Students’ Mathematical Problem-solving Skills

2019 ◽  
Vol 6 (2) ◽  
pp. 253
Author(s):  
Akhmad Badrul Lubis ◽  
Yelvema Miaz ◽  
Indah Eka Putri
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Guided Discovery ◽  
Problem Solving Skills

Difficulties of primary school students in solving mathematical problems that require problem solving or reasoning abilities indicate the existence of problems in the process of learning mathematics, because one of the purposes of learning mathematics in primary school is to develop the students’ mathematical problem-solving skills. As a solution to overcome the problems, this research aims at understanding how the implementation of the guided discovery learning model influences mathematical problem-solving skills. This research employs a quasi-experimental design by involving all fifth-grade students at one of primary schools in Tebo Regency, Jambi. The simple random sample was conducted to obtain class VB as experimental class, and class VA as control class. Based on the results of the final score, experiential class obtained an average score of 86.00, and control class obtained an average score of 76.93.  The results of hypothesis test using t-test obtained tcount = 2,203 > ttable = 2,020, which indicated that H0 was rejected, and H1 was accepted. Therefore, the guided discovery learning model influenced the fifth-grade students’ mathematical problem-solving skills, thus it is recommended for teachers to be able to use the guided discovery learning model in the mathematics learning process.

scholarly journals The Enhancement Difference of Student Mathematical Problem Solving Ability between Guided Discovery Learning Model and Direct Learning Model

2018 ◽  
Vol 6 (12) ◽  
pp. 1688-1692
Author(s):  
Delima Simanjuntak ◽  
E. Elvis Napitupulu ◽  
Martua Manullang ◽  
Rismalyah Manalu ◽  
Lamtiur Sinambela
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Problem Solving ◽  
Guided Discovery ◽  
Direct Learning

scholarly journals Realistic mathematics education: An approach to improve problem solving ability in primary school

2021 ◽  
Vol 15 (4) ◽  
pp. 511-518
Author(s):  
Lutfi Putri Nugraheni ◽  
Marsigit Marsigit
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Learning Materials ◽  
Problem Solving Skills ◽  
Realistic Mathematics ◽  
Primary School Student

Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, stundents learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment dan control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out th effectiveness of the teaching materials. The developed of realistic mathematics eduation learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p≤0.05). It can enhance the problem solving skills of 4th grade elementary school.

scholarly journals Improving Senior High School Students’ Physics Problem-solving Skills Through Investigated Based Multiple Representation (IBMR) Learning Model

2021 ◽  
Vol 2 (1) ◽  
pp. 42-53
Author(s):  
Dyah Ayu Setyarini ◽  
Zainal Arifin Imam Supardi ◽  
Elok Sudibyo
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Learning Model ◽  
Senior High School ◽  
Average Score ◽  
School Students ◽  
Problem Solving Skills ◽  
Post Test ◽  
Senior High School Students

This research aims to improve senior high school students’ physics problem-solving skills through learning used IBMR learning model. This research was a pre-an experimental study with a one-group pre-test and post-test design. The Methods of data collection used validation and test. The materials used to teach were valid category by two experts and can be used to practice physics problem-solving skills. The average post-test score physics problem-solving ability was 73.24 with an N-gain of 0.59 was classified as moderate. The success of IBMR learning model-based devices in practicing problem-solving abilities can be seen in the increase in the average score in each indicator of problem-solving abilities. The indicator of understanding the problem had the highest post-test average score of 94.58 with an N-gain of 0.89 in the high category. The problem-solving indicator had the lowest posttest average score was 58.22 with N-gain 0.39 and mean that it was the moderate category. Based on the results study, it can be concluded that the learning used by IBMR learning model can practice the ability to solve physics problems on heat material and its displacement. Learning with the IBMR learning model was expected to train students in solving physics problems. The stages in the IBMR learning model can help students

scholarly journals The influence of open-ended and STAD method on the mathematical problem-solving skills in terms of learning achievement

2017 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Alman Alman
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Univariate Test ◽  
Total Average

This study is a quasi-experimental research using factorial design. This study aimed at finding the facts that had been resulted from the different influence caused by the use of Open-Ended method and that of STAD method on the students’ mathematical problem-solving skills in terms of learning achievement. The learning achievement was categorized into two types namely the high achievement and the low achievement. The population in this study was Grade V students from SD Negeri Serayu. The data were analyzed by ANAVA univariate test. The results of the study were as follows. First, there have been differences in the mathematical problem-solving skills of the students who had been taught using Open-Ended method and those who had been taught using the STAD method. Second, there were also differences on the students’ score. For the students who had been taught using the Open-Ended method, the highest posttest average score of their learning achievement was 95.71 while the lowest post-test average score of their learning achievement was 63.92. These students’ total average score of learning achievement was 81.04. On the other hand, for the students who had been taught using STAD the highest posttest average score of their learning achievement was 95.50 while the lowest posttest average score of their learning achievement was 70.00. These students’ total average score of learning achievement was 89.13. Third, there has not been any differences between the Open-Ended method and the STAD method.

scholarly journals Pengembangan Local Instructional Theory Pada Topik Pembagian dengan Pendekatan Matematika Realistik

2020 ◽  
Vol 4 (1) ◽  
pp. 01
Author(s):  
Ahmad Fauzan ◽  
Yerizon Yerizon ◽  
Fridgo Tasman ◽  
Rendy Novri Yolanda
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Problem Solving Skills ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Parametric Statistics ◽  
Instruction Theory ◽  
Local Instruction Theory

This research aimed to develop local instruction theory that is valid, practical, and effective to help elementary school students developing their mathematical problem-solving skills. Therefore a sequential activityis design on dailybasis to encourage students to develop their ability to solve mathematical problems, especially on the topic division. To achieve the goal, realistic mathematics approach was implemented to grade three elementary students in the learning process. The designed activities were validated by experts on the aspects of mathematical contents, language, didactical process based on realistic mathematical approach. Data were analyzed with descriptive statistics and parametric statistics. The validation results show that the local instruction theory was valid, and the implementation shows that the local instruction theory is practical and effective in improving students' mathematical problem-solving skills.

Sign in / Sign up

Export Citation Format

Share Document