Integration of Guided Discovery in the Teaching of Real Analysis

Dumitraşcu, Dorin

doi:10.1080/10511970802072368

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…He guided the students to find out the concept that they should understand. The result of this research was in line with Dumitrascu (2009). It was stated that Guided Discovery Learning Model is a learning model that is able to improve students' understanding of a concept.…”

Section: Discussionsupporting

confidence: 75%

The Effectiveness of Guided Discovery Learning to Teach Integral Calculus for the Mathematics Students of Mathematics Education Widya Dharma University

Yuliana

Tasari

Wijayanti

2017

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The objectives of this research are (1) to develop Guided Discovery Learning in integral calculus subject; (2) to identify the effectiveness of Guided Discovery Learning in improving the students' understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model and experimental group that was taught using Guided Discovery Learning model. The instruments of this research included pre-test, post-test, and student's response questionnaire. The data of post-test was analyzed using T-test. The result was H 0 was rejected for the level of significance 5%. The result of this data analysis found out that Guide Discovery Learning was more effective than Conventional Model. It was supported by the result questionnaire. The result of questionnaire that more than 75% questionnaire items got 67.65% positive response. It means Guided Discovery Learning can increase students' interest in joining integral calculus class. Keywords: Guided Discovery Learning Model, Understanding toward Integral Calculus Concept AbstrakPenelitian ini bertujuan untuk (1) mengembangkan model pembelajaran penemuan terbimbing pada materi kuliah kalkulus integral dan (2) mengetahui efektivitas model pembelajaran penemuan terbimbing dalam meningkatkan kemampuan pemahaman mahasiswa. Penelitian ini berbentuk eksperimen semu dengan sampel mahasiswa semester genap Program Studi Pendidikan matematika Universitas Widya Dharma Klaten. Sampel penelitian diambil secara cluster random sampling diperoleh satu kelas kontrol dengan perlakuan konvensional dan satu kelas eksperimen dengan perlakuan model penemuan terbimbing. Instrumen pada penelitian ini meliputi tes kemampuan awal (pre-test), tes kemampuan akhir (post-test), dan angket respon mahasiswa. Data post-test dianalisis menggunakan uji t dengan hasil menolak H 0 untuk taraf signifikasi 5%.  Hal ini memberikan kesimpulan bahwa rata-rata hasil post-test pada kelompok dengan model penemuan terbimbing lebih baik daripada kelompok dengan model konvensional sehingga dapat disimpulkan model penemuan terbimbing lebih efektif daripada model konvensional. Disamping itu, butir angket sekurangkurangnya 75% mendapat respon positif dari mahasiswa sebesar 67.75%. Hal ini menunjukkan pembelajaran penemuan terbimbing mendapatkan respon positif. Kata Kunci: model pembelajaran penemuan terbimbing, pemahaman konsep kalkulus integral

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Section: Discussionsupporting

confidence: 75%

The Effectiveness of Guided Discovery Learning to Teach Integral Calculus for the Mathematics Students of Mathematics Education Widya Dharma University

Yuliana

Tasari

Wijayanti

2017

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“…Inadequacy of students could also be caused by students' low achievement backgrounds so they were unable to think at a high level in inquiry learning. In addition, according to Dorin (2009) students will experience difficulties if left behind and do not participate actively in inquiry-based learning. Therefore, guidance from teachers was needed to guide students in achieving learning objectives so that students could understand the direction of learning well Berkala Ilmiah Pendidikan Biologi (Gultom and Sinurya, 2016).…”

Section: Guided Inquiry Student Workheet Effectivenessmentioning

confidence: 99%

The Development of Student Worksheet Based on Guided Inquiry for Transport Membrane Topic to Train Integrated Science Process Skills

Purwanti

Yuliani

2020

BioEdu

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This research was aimed to produce a valid, practice, and effective student worksheet based on guided inquiry for transport membrane topic to train integrated science process skill. The development was reffered to 4D (define, design, develop, and disseminate) method without disseminate. The developed student worksheet was implemented to twenty 11th grade students of Senior High School Muhammadiyah 1 Taman. The observed method were validity method, observation of student worksheet implementation, test method, and questionaire method. Data was analyzed with qualitative and quantitative descriptive. The result of this research showed that the developed student worksheet was proved completely valid with validation score 3.87. The student worksheet practicality determined from the student worksheet implementation that gained the average of practicality score 87.67% with very practice category. The developed student worksheet was stated completely effective which determined from the achievement result of science process skill and student positive response. The achievement result of science process skill gained score 80.6% with an N-gain 0.60. Besides, the student positive response had score percentage 96%. Based on the result, it can be concluded that the student worksheet were valid, practice, effective and worthy to be used in the learning proccess. Keywords: Student worksheet, guided inquiry, integrated science process skill, transport membrane

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“…A common learning goal planned in the scope of dyads or small groups gives students opportunity to externalise their ideas (van Boxtel, van der Linden, & Kanselaar, 2000), learn to negotiate with their peers and construct new knowledge (Chan, Burtis, & Bereiter, 1997). Teachers must also realize that guided discovery is actually not a group work; it is implemented through group work (Dumitraşcu, 2009). This can be inferred that discovery learning, in fact, does not endorse cooperative learning.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Scientific Attitudes of Fifth Graders through Guided Discovery Learning

Fahrunisa

Mustadi

Toto

et al. 2020

J. Penelit. Pembelajaran IPA

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This study is aimed to investigate the effect of guided discovery learning (GDL) on the fifth graders' scientific attitudes. A teaching intervention was planned based on GDL which was then practiced in the two science classes (each class with n = 17) at Public Primary School (PPS). The data were collected through questionnaires and were analyzed by comparing the scores of initial and final scientific attitudes of the control and experimental group using independent-samples T-test and the categorization table. The research results show that GDL positively affected the fifth graders' scientific attitudes. There is a significant difference in the students' final scientific attitudes scores [t(32)= -3.591;p < 0.05]. This finding implies that GDL is an alternative learning scheme that can be accommodated to foster students' scientific attitudes. Fostering scientific attitudes builds students' resilience to cope with today's and tomorrow's hoaxes and misconceptions.

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Integration of Guided Discovery in the Teaching of Real Analysis

Abstract: I discuss my experience with teaching an advanced undergraduate Real Analysis class using both lecturing and the small-group guided discovery method.

Cited by 6 publications

References 6 publications

The Effectiveness of Guided Discovery Learning to Teach Integral Calculus for the Mathematics Students of Mathematics Education Widya Dharma University

The Effectiveness of Guided Discovery Learning to Teach Integral Calculus for the Mathematics Students of Mathematics Education Widya Dharma University

The Development of Student Worksheet Based on Guided Inquiry for Transport Membrane Topic to Train Integrated Science Process Skills

An Analysis of the Scientific Attitudes of Fifth Graders through Guided Discovery Learning

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