scholarly journals PENGARUH MODEL PEMBELAJARAN PENEMUAN TERBIMBING TERHADAP HASIL BELAJAR SISWA SMP NEGERI 11 KOTA BENGKULU

2019 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Bella Trinofita ◽  
Agus Susanta ◽  
Hanifah
Keyword(s):  
Data Collection ◽  
Learning Strategy ◽  
Hypothesis Test ◽  
Learning Model ◽  
Discovery Learning ◽  
Distribution Data ◽  
Guided Discovery ◽  
Know How ◽  
Class Viii ◽  
Test Result

AbstrakPenelitian ini bertujuan menganalisis pengaruh model pembelajaran penemuan terbimbing terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 11 Kota Bengkulu. Populasi penelitian ini adalah siswa kelas VIII SMP Negeri 11 Kota Bengkulu. Sampel penelitian ini adalah kelas VIII D sebagai kelas eksperimen yang menerapkan model pembelajaran penemuan terbimbing dan kelas VIII E sebagai kelas kontrol yang menerapkan strategi pembelajaran ekspositori. Teknik pengumpulan data dengan menggunakan instrumen tes. Untuk analisis data instrumen tes menggunakan uji-t dengan data berdistribusi normal dan homogen. Berdasarkan hasil penelitian diperoleh nilai rata-rata hasil belajar siswa yang diajar dengan menggunakan model pembelajaran penemuan terbimbing lebih tinggi dibandingkan dengan nilai rata-rata hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori. Nilai rata-rata hasil belajar siswa kelas eksperimen adalah 80,91 dan nilai rata-rata hasil belajar siswa kelas kontrol adalah 59,41. Hal ini sesuai dengan hasil uji hipotesis nilai  thitung = 6,463 > nilai ttabel = 2,000 dengan = 5%. Maka H0 ditolak sehingga dapat disimpulkan bahwa ada pengaruh model pembelajaran penemuan terbimbing terhadap hasil belajar siswa kelas VIII SMP Negeri 11 Kota Bengkulu.Kata Kunci: hasil belajar, penemuan terbimbing, strategi ekspositori AbstractThe aim of the research is to know how to the effect of guided discovery learning model to study’s result student class VIII SMP Negeri 11 Kota Bengkulu. Population of this research is students class VIII SMP Negeri 11 Kota Bengkulu. Sample of this research is student class VIII D for the experiment class apply to guided discovery learning model and class VIII E for control class apply to expository learning strategy. The technique data collection is instrument test. To analyze the instrument test data using the formula t-test with normal distribution data and homogen. Based on the research value the average study’s result experiment class higher than the average study’s result control class. The average of experimental class is 80,91 and the average of control class is 59,41. This is consistent with the value hypothesis test result valuet = 6,463 < value table = 2,000 with   = 5%. Then H0 is rejected so that it can be concluded that there is the effect of guided discovery learning model to study’s result student class VIII SMP Negeri 11 Kota Bengkulu.Keyword: study’s result, guided discovery, expository strategy 

scholarly journals Pembelajaran Matematika Materi Persamaan Garis Lurus dengan Model Guided Discovery Learning Berbantuan Geogebra

2019 ◽  
Vol 5 (2) ◽  
pp. 78-90
Author(s):  
Muhammad Idris Septrianto ◽  
Jumadi Jumadi ◽  
Uki Suhendar
Keyword(s):  
Data Collection ◽  
Learning Model ◽  
Discovery Learning ◽  
Successful Implementation ◽  
Problem Statement ◽  
Guided Discovery ◽  
Straight Line ◽  
Line Equation ◽  
Class Viii ◽  
The Subject

This research aims to describe the results of the application of straight line equation learning with guided discovery learning model assisted by geogebra. This qualitative research took the subject is a class VIII student at MTs Muhammadiyah 1 Ponorogo. Data collection uses observation and documentation techniques. The data obtained were then analyzed descriptively. It was concluded that the application of straight line equation learning for students of class VIII of MTs Muhammadiyah 1 Ponorogo with a guided discovery learning model assisted by geogebra was carried out with the beginning of the Stimulation step, then the Problem statement, then the Data collection, followed by Data Processing, then Verification, ending with Generalization. Geogebra help is given during the stimulation and verification steps. The results of the application of this learning are student participation, confidence, and understanding increase. However, the teacher's guidance and creativity largely determine the successful implementation of the guided discovery learning model assisted by geogebra.

scholarly journals Pengaruh Model Guided Discovery Learning Dengan Metode Eksperimen Terhadap Hasil Belajar Fisika Peserta Disik MAN 1 Mataram Ditinjau Dari Gaya Belajar VAK

2019 ◽  
Vol 5 (1) ◽  
pp. 74
Author(s):  
Suci Febriani ◽  
Muhammad Taufik ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Learning Model ◽  
Discovery Learning ◽  
Choice Test ◽  
Guided Discovery ◽  
Physics Learning ◽  
Significance Level

The aim of this research applied a quasi-experiment by factorial design 2x3 which was conducted to the student of MAN 1 Mataram is to find out the influence of guided discovery learning model combined with experiment method and VAK style due to physics learning outcomes. The population is the students from grade X MIA in MAN 1 Mataram. The sampling technique is using purposive sampling, where, grade X of MIA 1 as an experiment class and grade X of MIA 2 as a control. Data for learning outcomes are measured by applying multiple choice test while learning style of students using a questionnaire — the hypothesis test using ANAVA test of two ways supported by SPSS 16 with 5% significance level. According to the analysis results, it can be concluded that: 1) there is an effect of guided discovery learning model with experimental method toward physics learning outcome of students because of sig. <0,05;  2) there is no effect of VAK learning style on physics learning result in MAN students because sig.>0,05; 3) there is no interaction between guided discovery learning model with experiment and VAK learning style method of physics learning result in MAN student because of sig.>0,05.

scholarly journals PENGARUH MODEL PEMBELAJARAN REACT DAN GUIDED DISCOVERY LEARNING TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA

EDUPEDIA ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Nia Risti Rahayu ◽  
Sumaji Sumaji
Keyword(s):  
Hypothesis Test ◽  
Mathematical Concept ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Concepts ◽  
Guided Discovery ◽  
Significance Level ◽  
Concept Understanding ◽  
Comprehension Test ◽  
The Difference

The purpose of this research were to know: (1) the effect of REACT learning model on the students’ understanding of mathematical concepts, (2) the effect of guided discovery learning model on students' understanding of mathematical concepts, (3) the difference in students’ mathematical concept understanding obtained by using REACT learning model and guided discovery learning. This research type was quasi experiment with entire class VII MTs Al-Islam Joresan as population and class VIIA and VIIB as sample. Class VIIA was taught  by using the REACT learning model and class VIIB was taught by using the guided discovery learning model. The instrument used was a question sheet of concept comprehension test and data collection the technique was test and documentation. The concept comprehension test results were analyzed using t test with significance level of 0.05. The results of the hypothesis test showed that the REACT learning model has an effect on the students’ understanding of mathematical concepts. In addition, the guided discovery learning model has an effect on the students’ understanding of mathematical concepts. Both REACT learning model and guided discovery learning model showed no difference in students’ mathematical concept understanding.

scholarly journals PENERAPAN MODEL PEMBELAJARAN PENEMUAN TERBIMBING UNTUK MENINGKATKAN KEMAMPUAN SISWA KELAS VIIA SMP NEGERI 20 PALU DALAM MENEMUKAN RUMUS KELILING DAN LUAS DAERAH SEGITIGA

Aksioma ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 97-109
Author(s):  
Zulfajri Zulfajri ◽  
Anggraini Anggraini ◽  
Gandung Sugita
Keyword(s):  
Data Collection ◽  
Data Processing ◽  
Surface Area ◽  
Learning Process ◽  
Learning Model ◽  
Discovery Learning ◽  
Problem Statement ◽  
Guided Discovery ◽  
Knowledge Based ◽  
Way Of Thinking

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan tentang pelaksanaan model pembelajaran penemuan terbimbinguntuk meningkatkan kemampuan siswa kelas VII A SMP Negeri 20 Palu yang berlangsung dalam 2 siklus. Hasil penelitian menunjukkan bahwa pembelajaran dengan menerapkan model pembelajaran penemuan terbimbing dapat meningkatkan kemampuan siswa kelas VII A SMP Negeri 20 Palu dalam menemukan rumus keliling dan luas daerah segitiga dari siklus I ke siklus II dengan enam tahap yaitu : 1) stimulasi,2)perumusan masalah,3) pengumpulan data, 4) pemrosesan data, 5) verifikasi dan 6)generalisasi. Berdasarkan indikator keberhasilan, guru telahdapat menimbulkan ketertarikan siswa untuk menemukan rumus keliling dan luas daerah segitiga, serta dapat mengajukan pertanyaan yang membuat siswa membangun sendiri pengetahuannya berdasarkan teori konstruktivisme. Siswa juga telah mencapai indikator keberhasilannya yaitu siswa sudah saling membantu untuk menemukan rumus keliling dan luas daerah segitiga pada LKS. Selain itu, siswa sudah mampu menemukan sendiri rumus keliling dan luas daerah segitiga. Secara keseluruhan proses pembelajaran dengan menggunakan model penemuan terbimbing dapat mengaktifkan siswa serta membangun cara berpikirnya sendiri.   Kata kunci: penemuan terbimbing; peningkatan kemampuan; keliling segitiga; luas daerah segitiga   Abstract:This study aims to describe the implementation of guided discovery learning model to improve the ability of students of class VIIA SMP Negeri 20 Palu that wereconducted in 2 cycles. The result shows that learning process with the application of guided discovery learning could improve the students of class VIIA SMP Negeri 20 Palu abilities to find out the perimeter and surface area of triangle formulas from the first cycle to second cyclein six level, which were: 1) stimulation, 2) problem statement, 3) data collection, 4) data processing 5) verification,and 6) generalization. Based on success indicator, teacher had been able to attract students interestto find out the perimeter and surface area of triangle formulas, able to ask questions that helped students built their knowledge based on constructivism theory. In addition, students also had achieved success indicator in which they could help each other to findout the perimeter and surface area of triangle formulas on LKS. Moreover, students had been able tofind out the perimeter and surface area of triangle formulas. In overall, learning process by using guided discovery model couldmake students become more activealso build their own way of thinking. Keywords: guided  discovery, improved  abilities, perimeter of triangle, surface  area of triangle

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DISERTAI TEKNIK BERIKAN UANGNYA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 16 PADANG

2018 ◽  
Vol 6 (2) ◽  
pp. 273-278
Author(s):  
Mutiara Nofa Nst ◽  
Rahmi Rahmi
Keyword(s):  
Hypothesis Test ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Eighth Grade ◽  
Mathematics Students ◽  
Class Viii ◽  
The Subject ◽  
Test Result ◽  
Better Than

AbstrakPenelitian ini dilatarbelakangi oleh hasil belajar siswa masih rendah dan masih banyak yang belum mencapai Kriteria Ketuntasan Minimal (KKM). Penelitian bertujuan untuk mengetahui apakah hasil belajar matematika siswa dengan menerapkan model pembelajaran berbasis masalah disertai teknik berikan uangnya lebih baik daripada hasil belajar matematika siswa dengan pembelajaran konvensional pada siswa kelas VIII SMP Negeri 16 Padang. Jenis penelitan adalah penelitian eksperimen dengan rancangan random terhadap subjek. Terpilih kelas VIII 6 sebagai kelas eksperimen dan kelas VIII 5 sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah tes akhir berbentuk esai dengan reliabilitas tes adalah〖 r〗_11=0,7062. Statistik uji yang digunakan untuk pengujian hipotesis adalah uji t satu pihak. Hasil uji hipotesis diperoleh t_hitung=1,78 dan t_tabel=1,67 dengan α=0,05, maka t_hitung>t_tabel dengan demikian hipotesis penelitian diterima. Jadi dapat disimpulkan bahwa hasil belajar matematika siswa dengan menerapkan model pembelajaran berbasis masalah disertai teknik berikan uangnya lebih baik daripada hasil belajar matematika siswa dengan menerapkan pembelajaran konvensional pada kelas VIII SMP Negeri 16 Padang.Kata Kunci: Hasil Belajar Matematika, Model Pembelajaran Berbais Masalah, Teknik Berikan Uangnya.AbstractThe background of this research by outcomes of student study still low and still many students of yet reached the minimum completeness criteria (KKM). The purpose of this research to know what the outcomes of study mathematics students with apply the problem based learning model with techniques give the money better than aplly the conventional learning of study at eighth grade in SMPN 16 Padang. The kind of this research is experimental research with design is random by the subject. Selected class VIII 6 as experimental class and VIII 5 as control class. The instruments of this research is test like essay with use reliability r_11= 0,7062. Statistic test used for hypothesis testing is t-test of the parties. Hypothesis test result obtain t_count= 1,78 and t_table= 1,67 with α=0,05, then t_count > t_table so the hypothesis of this research is accepted. So, it can conclude that result of study in mathematics with apply the problem based learning model with techniques give the money better than aplly the conventional learning of study at eighth grade in SMPN 16 Padang.Keyword: Mathematics Learning Outcomes, Problem Based Learning Model, Techniques Give The Money.

scholarly journals PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING STRATEGI THINK TALK WRITE DALAM MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MENULIS TEKS ULASAN KELAS VIII SMP

2018 ◽  
Vol 1 (2) ◽  
pp. 75-88
Author(s):  
Dewi Adeninawaty ◽  
Rahmat Soe’oed ◽  
Ahmad Ridhani
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Action Observation ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Activities ◽  
Analysis Model ◽  
Teaching Activities

This study aims to determine (1) teacher teaching activities in applying Discovery Learning Think Talk Write (DL-TTW) learning models, (2) student learning activities in implementing the Discovery Learning Think Talk Write (DL-TTW) model, (3) increased motivation to learn to write text on student reviews in applying the Discovery Learning Think Talk Write (DL-TTW) Learning model, (4) improvement of learning outcomes writing text review in the application of the Discovery Learning Think Talk Write (DL-TTW) learning model. This research is a classroom action research with four stages including: planning, action, observation and reflection. The subjects of this study were VIII B students of Al-Muhajirin Middle School in Muara Badak Kab. Kutai Kertanegara 2017/2018 school year, totaling 28 students. Data collection techniques used are observation, documentation, interviews, field notes and tests.Data validity in this study uses data source triangulation and method triangulation. The data analysis technique used is an interactive analysis model developed by Miles and Huberman which consists of four components, namely data collection, data reduction, data presentation, and conclusion drawing. The results of the study are 1) teacher teaching activities have increased by an average of 64.71% in cycle I and an average of 87.25% in cycle II, 2) student learning activities have increased with an average of 54.44% in cycle I and an average of 84.44% in cycle II, 3) student learning motivation has increased by an average of 53.83% in cycle I and an average of 84.19% in cycle II, 4) student learning outcomes have increased with an average of 52.38% in cycle I and an average of 84.52% in cycle II. It can be concluded that the implementation of the model with this learning strategy has increased. Penelitian ini bertujuan untuk mengetahui (1) kegiatan mengajar guru dalam menerapkan model pembelajaran Discovery Learning Think Talk Write (DL-TTW), (2) aktivitas belajar siswa dalam menerapkan model Discovery Learning Think Talk Write (DL-TTW), (3) peningkatan motivasi belajar menulis teks pada ulasan siswa dalam menerapkan model pembelajaran Discovery Learning Think Talk Write (DL-TTW), (4) peningkatan hasil belajar menulis ulasan teks dalam penerapan model pembelajaran Discovery Learning Think Talk Write (DL-TTW). Penelitian ini adalah penelitian tindakan kelas dengan empat tahap termasuk: perencanaan, tindakan, observasi dan refleksi. Subjek penelitian ini adalah siswa VIII B SMP Al-Muhajirin di Muara Badak Kabupaten Kutai Kertanegara tahun ajaran 2017/2018, berjumlah 28 siswa. Teknik pengumpulan data yang digunakan adalah observasi, dokumentasi, wawancara, catatan lapangan dan tes. Validitas data dalam penelitian ini menggunakan triangulasi sumber data dan triangulasi metode. Teknik analisis data yang digunakan adalah model analisis interaktif yang dikembangkan oleh Miles dan Huberman yang terdiri dari empat komponen, yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini adalah (1) aktivitas mengajar guru mengalami peningkatan rata-rata 64,71% pada siklus I dan rata-rata 87,25% pada siklus II, (2) aktivitas belajar siswa mengalami peningkatan dengan rata-rata 54,44% pada siklus I dan rata-rata 84,44% pada siklus II, (3) motivasi belajar siswa meningkat rata-rata 53,83% pada siklus I dan rata-rata 84,19% pada siklus II, (4) hasil belajar siswa meningkat dengan rata-rata 52,38% pada siklus I dan rata-rata 84,52% pada siklus II. Dapat disimpulkan bahwa penerapan model dengan strategi pembelajaran ini telah meningkat.

scholarly journals Peningkatan Keterampilan Proses Sains Siswa Melalui Model Guided Discovery Learning Kelas XI MIPA pada Materi Suhu dan Kalor

2017 ◽  
Vol 3 (2) ◽  
pp. 181-190 ◽  
Author(s):  
I Made Astra ◽  
Rifa Syarifatul Wahidah
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Learning Model ◽  
Discovery Learning ◽  
Process Skills ◽  
Problem Statement ◽  
Guided Discovery ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill

Abstract This research aims to find out how much the effectiveness of using guided discovery learning model on temperature and heat material to improve students' science process skills. The research design used is Class Action Research which consists of three cycles. Each cycle consists of planning, action, observation, and reflection. The subject of this research is the students of class XI MIPA 2 SMA Labschool Jakarta who have a low level of science process skill. Aspects of science process skills studied are hypothetical skills, interpretation of data, and communicate the findings. This research the step of guided discovery learning is:  stimulus, problem statement, data collection, processing data, verifikation, generalisation. The instrument used is the KPS observation sheet and students’ worksheet. The indicator of this research is 70% of students can formulate a hypothesis, interpret the data and communicate data correctly. The results showed in the first cycle that students science process skills reach 17%, cycle II 61%, and in cycle III 81%. The average in third cycle is hypothetical skill 90.28 (very good category), data interpretation 91,67 (very good category), and communication skill 79 (good category). Based on the result of research, it can be concluded that there is an improvement of students' science process skill by using guided discovery learning model on temperature and heat material. Keywords: science process skill, guided discovery learning, action research classroom Abstrak Penelitian ini bertujuan untuk mengetahui seberapa besar peningkatan keterampilan proses sains peserta didik setelah diterapkan model guided discovery learning pada materi suhu dan kalor. Adapun desain penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari tiga siklus. Masing-masing siklus terdiri atas perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian ini adalah peserta didik kelas XI MIPA 2 SMA Labschool Jakarta yang mempunyai tingkat keterampilan proses sains rendah sekali. Aspek keterampilan proses sains yang diteliti adalah keterampilan berhipotesis, interpretasi data, dan mengkomunikasikan hasil penemuan. Dalam penelitian ini langkah dari guided discovery learning yaitu: stimulus, problem statement, data collection, data processing, verifikasi, dan generalisasi. Instrumen yang digunakan adalah lembar observasi KPS dan Lembar Kerja Peserta Didik. Indikator keberhasilan penelitian ini adalah apabila 70% Peserta didik dapat merumuskan hipotesis, interpretasi data dan mengkomunikasikan data dengan benar. Hasil penelitian menunjukkan bahwa pada siklus I keterampilan proses sains siswa mencapai 17%, siklus II 61%, dan pada siklus III 81%. Rata-rata nilai LKS pada siklus tiga adalah: keterampilan hipotesis 90,28 (kategori sangat baik), interpretasi data 91,67 (kategori sangat baik), dan keterampilan komunikasi 79 (kategori baik). Berdasarkan hasil penelitian, dapat disimpulkan bahwa terdapat peningkatan keterampilan proses sains peserta didik setelah diterapkan model guided discovery learning pada materi suhu dan kalor. Kata-kata Kunci: keterampilan proses sains, guided discovery learning, penelitian tindakan kelas

scholarly journals THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON STUDENT’S ACHIEVEMENT AT CHARACTERISTICS OF WAVE TOPIC IN SMA N 1 MEDAN CLASS XI ACADEMIC YEAR 2014/2015

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yohana Glorya Tobing ◽  
Alkhafi Maas Siregar
Keyword(s):  
Learning Model ◽  
Mean Value ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Key Word ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Test Result ◽  
Cluster Random Sampling

ABSTRACT The aim of this research was to find the effect of guided discovery learning model on student’s achievement at characteristics of wave topic in SMA N 1 Medan class XI academic year 2014/2015. The research method was quasi-experiment. The populations were all 2nd grade students odd semester consist of 13 classes in SMA N 1 Medan. The samples of this research conduct two classes and consist of 37 students from experiment class and control class defined by cluster random sampling. The results that were obtained: post-test mean value of the experiment class was 75.94 and 75.02 for control class. Standard deviation for two classes was 14.94 and 12.48. Normality of the test result from the both samples was normal and homogeneous. So, there was the significant effect of using guided discovery learning model. It can conclude that studying with guided discovery learning model was higher than direct instructional learning model.   Key word: guided discovery learning, student’s learning achievement, learning model, physics

scholarly journals Penerapan Model Pembelajaran Discovery Learning Strategi Think Talk Write Dalam Meningkatkan Motivasi Dan Hasil Belajar Menulis Teks Ulasan Kelas VIII SMP

2018 ◽  
Vol 1 (2) ◽  
pp. 75-88
Author(s):  
Dewi Adeninawaty ◽  
Rahmat Soe’oed ◽  
Ahmad Ridhani
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Action Observation ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Activities ◽  
Analysis Model ◽  
Teaching Activities

This study aims to determine (1) teacher teaching activities in applying Discovery Learning Think Talk Write (DL-TTW) learning models, (2) student learning activities in implementing the Discovery Learning Think Talk Write (DL-TTW) model, (3) increased motivation to learn to write text on student reviews in applying the Discovery Learning Think Talk Write (DL-TTW) Learning model, (4) improvement of learning outcomes writing text review in the application of the Discovery Learning Think Talk Write (DL-TTW) learning model. This research is a classroom action research with four stages including: planning, action, observation and reflection. The subjects of this study were VIII B students of Al-Muhajirin Middle School in Muara Badak Kab. Kutai Kertanegara 2017/2018 school year, totaling 28 students. Data collection techniques used are observation, documentation, interviews, field notes and tests.Data validity in this study uses data source triangulation and method triangulation. The data analysis technique used is an interactive analysis model developed by Miles and Huberman which consists of four components, namely data collection, data reduction, data presentation, and conclusion drawing. The results of the study are 1) teacher teaching activities have increased by an average of 64.71% in cycle I and an average of 87.25% in cycle II, 2) student learning activities have increased with an average of 54.44% in cycle I and an average of 84.44% in cycle II, 3) student learning motivation has increased by an average of 53.83% in cycle I and an average of 84.19% in cycle II, 4) student learning outcomes have increased with an average of 52.38% in cycle I and an average of 84.52% in cycle II. It can be concluded that the implementation of the model with this learning strategy has increased.

scholarly journals Mathematical Concept Understanding: the Impact of Integrated Learning Model

2019 ◽  
Vol 10 (2) ◽  
pp. 211-222
Author(s):  
A.M.Irfan Taufan Asfar ◽  
Asmawaty Asmawaty ◽  
Aisyah Nursyam
Keyword(s):  
Learning Strategy ◽  
Mathematical Concept ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Mathematical Concepts ◽  
Control Group Design ◽  
Guided Discovery ◽  
Concept Understanding ◽  
The Impact

This study aims to investigate the improvement of students' mathematical concepts understanding through the application of Guided, Explained, Collaborated & Evoked (GECE) Learning Strategy. The GECE Learning Strategy originates from the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model. The quasi-experimental with nonequivalent control group design was employed in this study. The instruments used were a test in the form of a description based on real-world concepts and a questionnaire to determine students' responses in the process of learning mathematics. Based on the results of hypothesis testing using the Mann-Whitney test, it was obtained that p <α (0.001 <0.005) which shows that the application of the GECE learning model affects students' mathematical concept understanding with n-gain of 0.62 (medium category). The effectiveness of the learning model applied was measured using Cohen's formula and a value of 1.88 (high category) was obtained. The results were also supported by positive students' responses of 3.45 which means that the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model could effectively improve students' mathematical concepts understanding. 

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