Discovery Learning Model and Props of Statistical Kenik In Improving The Mathematical Communication Ability of Junior High School Students

Gustiani, Dini Sri; Irman, Ade; Fadhillah, Fika Muji

doi:10.22460/jiml.v2i1.p29-38

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…Various studies on the application of discovery learning models have been conducted, and the results of learning models can improve: critical thinking skills and cognitive abilities (Martaida, Bukit, & Ginting, 2017), mathematics learning outcomes (Putriani & Rahayu, 2018), mathematics learning achievement (Sahara & Saputro, 2018), student learning independence (Leung & Hasratuddin, 2018), mathematical understanding and student interest (Yuliana, Tasari, & Wijayanti, 2017), student learning activities and outcomes (Pasaribu, Kristin, & Anugraheni, 2019), mathematical problem solving (Widada et al, 2019), mathematical analogic abilities (Maarif, 2016), analytical skills (Chotimah et al, 2018), Self-Efficacy and ability solving mathematical problems (Simamora & Saragih, 2018), improving mathematical communication skills (Gustiani, Irman, & Fadhillah, 2019;Kamaluddin & Widjajanti, 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Mathematical Reasoning Ability (MRA) with the Discovery Learning Model in Gender issues

Salam

Salim

2020

j. of. sci. technol.

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This study examines students' mathematical reasoning based on Discovery learning models in terms of gender. This research was conducted at the SMPN 3 Kendari with quasi-experimental methods involving two classes with different treatments. The simple random technique is used to determine the class of research. Class VII. 6 (experimental class) consisted of 15 women and 11 men, while class VII.9 (control class) consisted of 15 men and 7 women. The instrument used was a student's mathematical reasoning ability test consisting of four items in the form of essays tested. Data processing using 2-way ANOVA with further tests using Scheffe. The conclusion obtained is that students are given a learning discovery model, the reasoning ability of male students excels in the ability to give mathematical problems verbally and in writing provided in the form of logical diagrams that contain existing data, perform mathematical manipulation related to the problem, and ensure validity as an argument, whereas women excel in the ability to draw conclusions based on relationships between mathematical concepts. The discovery learning model can increase students' mathematical penalties and overcome gender discussions.

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Section: Introductionmentioning

confidence: 99%

Analysis of Mathematical Reasoning Ability (MRA) with the Discovery Learning Model in Gender issues

Salam

Salim

2020

j. of. sci. technol.

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“…With the development of discovery learning model devices will improve (Damanik & Syahputra, 2018). Other results of the discovery learning model the ability to submit problems will increase as well as the results of research (Gustiani, Irman, Fadhillah, Sri, & Model, 2019). Learning with an open ended approach to students' mathematical problem solving abilities will increase (Nasution, 2017).…”

Section: A Introductionmentioning

confidence: 99%

Problem Based Learning, Discovery Learning, and Open Ended Models: An experiment On Mathematical Problem Solving Ability

Tanjung

Syahputra

Irvan

2020

JTAM

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This research is to look at the effect of problem-based learning, discovery learning, and open-ended models on the mathematical problem-solving abilities of students. The type of research is a quasi-experiment with a three treatment counterbalanced design research design. The instruments used: (1) students 'initial mathematical ability tests, (2) tests of students' mathematical problem-solving abilities with the Pythagorean Theorem material. Inferential data were performed using covariance analysis (ANACOVA). The samples of this study were 32 students each from three experimental classes selected by purposive sampling. The results are: (1) of the three learning models conducted using the model of problem-based learning, discovery learning, and open-ended had a positive effect on the ability to solve mathematical problems; (2) the ability to solve mathematical problems of students taught by problem-based learning models is better than the using discovery learning and open-ended models; and (3) there is an interaction between the initial ability of mathematics and learning models.

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“…Furthermore, interactive multimedia provides information through sounds, such as narration, dialogue, or verbal explanations. This diverse audio approach aids students with auditory learning preferences better comprehend mathematical material (Widianti & Hidayati, 2021;Yook et al, 2021). The interactive features in multimedia allow students to actively engage in learning, such as participating in simulations, answering questions, or performing interactive tasks.…”

Section: Discussionmentioning

confidence: 99%

Addressing the Challenge of Mathematical Misconceptions: Development of Interactive Multimedia Based on Cognitive Conflict Strategy

Winarso,

Toheri,

Tamsik Udin

2023

J. Educ. Technol.

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Mathematical misconceptions hinder students' learning and understanding of mathematical concepts. This study aims to analyze the issue of mathematical misconceptions by developing interactive multimedia based on the cognitive conflict strategy. The research design used was research and development with Design-Based Research (DBR), combining qualitative and quantitative data collection techniques. There were fourteen participants in this study including students, teachers, and expert validators, and the research procedure involved the implementation of interactive multimedia interventions. Data collection techniques had pretest and posttest assessments after the intervention, observations, and interviews. The research data were analyzed using the Paired Sample t-Test. The study's findings indicated that the interactive multimedia intervention based on the cognitive conflict strategy effectively reduced students' mathematical misconceptions. The results also demonstrated improved conceptual understanding and increased engagement in the learning process. This research contributes to the field of mathematics education by presenting innovative and practical solutions to address students' misconceptions. The research implications suggest that interactive multimedia based on the cognitive conflict strategy can be used as a pedagogical approach to promote conceptual understanding and reduce mathematical misconceptions.

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Discovery Learning Model and Props of Statistical Kenik In Improving The Mathematical Communication Ability of Junior High School Students

Cited by 5 publications

References 17 publications

Analysis of Mathematical Reasoning Ability (MRA) with the Discovery Learning Model in Gender issues

Analysis of Mathematical Reasoning Ability (MRA) with the Discovery Learning Model in Gender issues

Problem Based Learning, Discovery Learning, and Open Ended Models: An experiment On Mathematical Problem Solving Ability

Addressing the Challenge of Mathematical Misconceptions: Development of Interactive Multimedia Based on Cognitive Conflict Strategy

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