Discovery Learning in Kindergarten Mathematics

1970 ◽  
Vol 1 (2) ◽  
pp. 76-87 ◽  
Author(s):  
Donald L. Peters
Keyword(s):  
Discovery Learning ◽  
Learning Methods ◽  
Mathematical Concepts ◽  
Guided Discovery ◽  
Learning Retention ◽  
Number Conservation ◽  
Learning Hypothesis ◽  
Instructional Procedures ◽  
Retention Measure ◽  
Kindergarten Mathematics

Non-cued Discovery (NCD), Perceptual Cue Guided Discovery (PCG), and Verbal Didactic (VDI) instructional procedures for teaching number conservation were compared with each other and with a control to evaluate the discovery learning hypothesis for immediate learning, retention, and transfer in a sample of 120 kindergarten subjects. The VDI group was found superior to either discovery treatment (p=.05) on immediate learning. On the retention measure both the PCG and VDI treatments were superior to the NCD and Controls (p=.05). Although some transfer value of the training was apparent, no treatment differences emerged. The results are interpreted as providing little support for employing unaided discovery learning methods for teaching the studied beginning mathematical concepts to kindergarten subjects. Guided discovery and verbal didactic methods of instruction are seen as providing attention directing cues necessary in learning

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 Guided Discovery Learning Untuk Meningkatkan Pemahaman Konsep Matematis Mahasiswa

2018 ◽  
Vol 2 (2) ◽  
pp. 108
Author(s):  
Guntur Maulana Muhammad ◽  
Karso Karso
Keyword(s):  
Action Research ◽  
Conceptual Understanding ◽  
Positive Response ◽  
Discovery Learning ◽  
Analytic Geometry ◽  
Mathematical Concepts ◽  
Guided Discovery ◽  
Classroom Action Research

This action research is based on the implementation Guided Discovery Learning (GDL) in the 2013 curriculum (K13) for education in Indonesia. Beside that the minimum completeness criteria, for space analytic geometry in Suryakancana University, has not been achieved yet. The aim of this study was to improve the mathematical conceptual understanding of students who were taking lectures on space analytic geometry. The sample consisted of two classes with many students of 19 and 22 respectively. This classroom action research was completed in two cycles. In the second cycle, the class absorption of each class was 78.95% and 77.27%. Thus it can be concluded that the implementation of the GDL model can improve the ability to understand students' mathematical concepts, especially in the analytic geometry of space subject, and in general students provide a positive response to learning with the GDL model.

scholarly journals Improving Student’s Critical Thinking Ability Through Guided Discovery Learning Methods Assisted by Geogebra

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Ismail Hanif Batubara
Keyword(s):  
Critical Thinking ◽  
Discovery Learning ◽  
Learning Methods ◽  
Mathematical Learning ◽  
Guided Discovery ◽  
Math Ability ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Discovery Method

This research is aimed to know: (1) Whether the increasing student’s critical thinking ability through guided discovery learning methods assisted by geogebra higher than the students who were given guided discovery methods without geogebra, (2) How the interaction between learning and early math  ability of student mathematical learning result. This study was a quasi-experimental study. The population of this study was the entire class of six semester mathematics education which approximately 184 people. Randomly, two classes were selected from six classes.  The first experimental class was given a geogebra assisted discovery method and the second experimental class was given a guided discovery method without  geogebra . The instrument used was a description test. The data analysis has been done by analysis of two-way variance (ANOVA). The results showed (1) the increasing student’s critical thinking ability through guided discovery learning methods assisted by geogebra were better than the students who were given guided discovery learning methods without geogebra. (2) There was no Interaction between learning and early math ability of student mathematical learning results.

scholarly journals Penerapan metode pembelajaran penemuan terbimbing untuk meningkatkan pemahaman konsep kubus dan balok siswa kelas VIII-4 SMP Negeri 23 Malang

2021 ◽  
Vol 1 (9) ◽  
Author(s):  
Rahayu Setyawati ◽  
Dwiyana Dwiyana
Keyword(s):  
Action Research ◽  
Conceptual Understanding ◽  
Learning Process ◽  
Discovery Learning ◽  
Test Results ◽  
Final Test ◽  
Learning Methods ◽  
Teaching Process ◽  
Guided Discovery ◽  
Class Viii

based on the results of interviews and observations in class VIII-4 of SMP Negeri 23 Malang showed students difficulties in understanding mathematical material, one of them is material related to geometry, namely cubes and beams. Pre-action test results show that students' conceptual understanding is still low. One of the factors causing low understanding of students concepts is the learning process is still teacher-centered. In Research, researchers refined the teaching process by applying guided discovery learning methods to cube and beam material. This study aims to describe the process of applying guided discovery learning methods that can improve the understanding of the concept of cubes and beams. This type of research is Classroom Action Research (CAR) conducted in two cycles. Based on the results of the study showed that the understanding of students' concepts increased with the percentage of completeness of the final test of the first cycle was 66.67percent and experienced an increase in the second cycle with a percentage of completeness of 86.6 percent. Berdasarkan hasil wawancara dan observasi di kelas VIII-4 SMP Negeri 23 Malang menujukkan siswa kesulitan dalam memahami materi matematika salah satunya materi yang berkaitan dengan geometri yaitu kubus dan balok. Hasil tes Pratindakan menujukkan pemahaman konsep siswa masih rendah. Salah satu faktor penyebab rendahnya pemahaman konsep siswa adalah proses pembelajaran masih berpusat pada guru. Pada Penelitian, peneliti memperbaiki proses mengajar dengan menerapkan metode pembelajaran penemuan terbimbing pada materi kubus dan balok. Penelitian ini bertujuan untuk mendeskripsikan proses penerapan metode pembelajaran penemuan terbimbing yang dapat meningkatkan pemahaman konsep kubus dan balok. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Berdasarkan hasil penelitian menujukkan bahwa pemahaman konsep siswa meningkat dengan persentase ketuntasan tes akhir siklus 1 adalah 66,67 persen dan mengalami peningkatan pada siklus 2 dengan persentase ketuntasan 86,6 persen.

scholarly journals METODE PEMBELAJARAN DISCOVERY TERBIMBING UNTUK MENINGKATKAN HASIL BELAJAR IPA PADA SISWA KELAS VII.1 SMP NEGERI 01 MUARA BUNGO TAHUN PELAJARAN 2018/2019

2020 ◽  
Vol 2 (2) ◽  
pp. 97-113
Author(s):  
FIVE YANTI
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Junior High School ◽  
Science Learning ◽  
Discovery Learning ◽  
Survey Method ◽  
Observation Data ◽  
Learning Methods ◽  
Guided Discovery ◽  
Class Viii

Abstract This study aims to improve the science learning outcomes of class VIII students of SMP Negeri 01 Muara Bungo using guided discovery learning methods. This type of research is classroom action research. The subjects of this study were students of class VII.1 State Junior High School 01 Muara Bungo, totaling 28 students, consisting of 13 male students and 15 female students. Researchers used an action research model from Kemmis and Taggart. This research was conducted in two cycles of action. In the first cycle, it was conducted in one meeting, while in the second cycle there were two meetings. In each cycle there are planning, implementation, observation and reflection activities. The instruments used were observation sheets and tests. Before being used in the study, the test was empirically validated and with expert judgment. The reliability of the test was calculated using Alpha Cronbach. Observation data were analyzed descriptively qualitatively while test results were analyzed descriptively quantitative percentage. The results of the first cycle research showed that the percentage of students whose grades were above the KKM had only reached 71.43%, so they still could not reach the criteria for research success. In the second cycle, the steps for applying discovery learning methods to increase student success were carried out by providing motivation, dividing the number of smaller group members and heterogeneous members of the group, and giving the opportunity to make group presentations on the results of their practicum in front of the class. The percentage of student scores above the KKM in cycle II increased to 89.29%. Based on the research results, it can be seen that the guided survey method can improve science learning outcomes. Keywords: methods, learning, guided discovery, science

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. 

THE INFLUENCE OF INQUIRY AND DISCOVERY LEARNING METHOD AND CREATIVITY LEVEL IN WRITING SKILLS DESCRIPTION IN NAUTIC TARUNA AND TECHNIQUE IN SURABAYA SHIPPING POLYTECHNIC

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Ni Putu Dian Permata Prasetyaningrum
Keyword(s):  
Quantitative Methods ◽  
Writing Skills ◽  
Discovery Learning ◽  
Learning Method ◽  
Test Results ◽  
Learning Methods ◽  
Is Research ◽  
Investigation Methods ◽  
High Level ◽  
Discovery Method

Surabaya Shipping Polytechnic emphasizes on certain areas of expertise that Taruna must possess. This is the basis after graduating from shipping polytechnics, cadets must have expertise and skills. The purpose of this study was to study the effect of inquiry, discovery learning, and creativity levels on the ability to write descriptive essays on nautical and technical cadets at Surabaya Shipping Polytechnic. This type of research is research. This research uses quantitative methods using experiments. The location used in this research is Surabaya Shipping Polytechnic. The subjects in this study were the cadets of the Nautika A, Nautika B, Teknika A, and Teknika B. classes. Based on the results of the research and discussion, the following conclusions are obtained: There are those that can be solved looking for description essays in the cadets. learning discovery method. The test results show better investigation methods than the discovery of learning, There is a difference in the ability to write a description essay about cadets who have a high level of creativity with cadets who have a low level of creativity, the test results show better who have a high level of creativity, there are related with learning methods and descriptions of the ability to write essay descriptions, the test results show learning methods and creativity descriptions of the ability to write essay descriptions.

KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 17-27
Author(s):  
Dian Noer Asyari
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Learning Situation ◽  
Guided Discovery

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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