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

This study aims to describe student self-confidence change by applying the Guided Discovery Learning (GDL) model in the solid geometry course. This type of research is quantitative descriptive. The subject of this study was one class of the Mathematics Education Study Program at one university in Yogyakarta, Indonesia. The subject was one clash which randomly selected, consisting of 58 students. The instruments used in this study were self-confidence questionnaires, learning achievement tests, and critical thinking skills tests. All of these instruments were used in pretest and post-test. The results show that by applying the GDL model in the solid geometry course, the self-confidence of 60.34% of students is increased, 0,34% of self-confidence remained, and 29.32% of self-confidence did not reach the minimum completeness criteria and even tended to decrease. Based on the analysis of the results of learning achievement tests and critical thinking skills on the material about solid geometry, it can be seen that students whose self-confidence increases and remains after the application of GDL are students who have high test scores. Meanwhile, students whose self-confidence decreased after implementing the GDL were students who had low test scores. It shows that the GDL is more suitable for students with moderate or high intelligence and less suitable for students with less intelligence. Self-confidence is identical to the indicator of the growth mindset. So, the level of self-confidence takes part in a person's growth mindset, where the growth mindset affects a person's success at various things in life.

This study aimed to describe the effectiveness of Problem-Based Learning in terms of learning achievement, problemsolving, and student confidence in the Statistics course. The stages of the problem-based learning model are (1) finding the problem; (2) building a work structure; (3) defining the problem; (4) collecting various information; (5) formulating solutions; and ( 6) evaluation. This study is a quasi-experimental research. The subjects in this study were 34 students of the Mathematics Education Study Program at Cenderawasih University. The instruments used in this study consisted of learning achievement test instruments, problem-solving ability tests, self-confidence questionnaires, and learning implementation observation sheets. Descriptive analysis and statistical analysis are data analysis techniques used in this study. Statistical analysis using the z proportion test at a significant level of 95%. The results showed that problem-based learning was effective in learning achievement, problem-solving skills, and selfconfidence.

Kajian dalam buku ini bertujuan untuk mengetahui keefektifan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah guna mencapai tujuan pembelajaran siswa diantaranya rasa percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah. Dengan adanya buku ini diharapkan dapat memberikan contoh model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah yang sesuai dengan Kurikulum 2013 yang dapat digunakan dalam proses pembelajaran matematika dalam rangka meningkatkan ketercapaian tujuan pembelajaran siswa SMP pada khususnnya

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