Peningkatan Hasil Belajar Matematika pada Materi Segitiga Melalui Pendekatan Penemuan Terbimbing Siswa SMP

Abstract

Penelitian ini bertujuan meningkatkan hasil belajar matematika dengan penerapan pendekatan penemuan terbimbing yang dilaksanakan di kelas VIIC SMPN 1 Loea. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan 27 siswa kelas VIIC SMPN 1 Loea sebagai subjek penelitian. Prosedur PTK pada penelitian ini terdiri atas planning, implementating, observating, dan reflection. Hasil penelitian menunjukkan bahwa hasil belajar matematika pada materi segitiga mengalami peningkatan setelah dilakukan tes akhir. Pada siklus pertama, persentase keterlaksanaan skenario pembelajaran sebesar 81,25%, sedangkan rata-rata hasil belajar sebesar 72,96 dengan persentase ketuntasan sebesar 66,67%. Pada siklus kedua, persentase keterlaksanaan pembelajaran sebesar 100%, sedangkan rata-rata hasil belajar sebesar 81,25 dengan persentase ketuntasan sebesar 88,89%. Bedasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan pendekatan penemuan terbimbing dapat meningkatkan hasil belajar matematika siswa.Improvement of Mathematics Learning Outcomes in Triangle Material Through Guided Discovery Approaches of Middle School StudentsAbstractThis study aims to improve mathematics learning outcomes by applying the guided discovery approach implemented in the VIIC class at SMPN 1 Loea. This research is a classroom action research (CAR) with 27 VIIC grade students at SMPN 1 Loea as research subjects. CAR procedures in this study consisted of planning, implementing, observing, and reflecting. The results showed that mathematics learning outcomes in the triangle material increased after the final test. In the first cycle, the percentage of feasibility learning scenarios was 81.25%, while the average learning outcome was 72.96 with a percentage of completeness of 66.67%. In the second cycle, the percentage of the feasibility of learning was 100%, while the average learning outcome was 81.25 with a percentage of completeness of 88.89%. Based on the results of these studies it can be concluded that the application of the guided discovery approach can improve student mathematics learning outcomes.

The Effectiveness of Guided Inquiry Learning Model with Edmodo Assisted to Facilitate Critical Thinking Skills

“…(National Research Council, 2011). This was also stated by Nasruddin (2020); Jahring (2020) through a guided discovery approach provides the achievement and improvement of students' mathematical reasoning abilities. Staver and Bay (1987) in Vajoczki, et al ( 2011) distinguish three types of inquiry according to their objectives, namely: structured inquiry, guided inquiry and open inquiry.…”

“…The teacher has the role of facilitating, motivating, directing, and guiding students in inquiry activities. The role of students in science learning is as the inquirer (Nasruddin et al, 2020). This is in accordance with the objectives of science subjects in the KTSP, namely so that students have the following abilities.…”

Development of Science Learning Device Oriented Guided Inquiry with Virtual Laboratory to Train Science Process Skills of Junior High School Students in Kendari

“…Some 85% of students respond that the component skills process is easy to follow as long as learning activities occur, while 15% of students state that the skills component of the process is challenging. According to (Nasruddin et al 2020), the strengths of guided inquiry are that students are more active in the learning process that affects their learning outcome.…”

“…According to (Hidayati 2015;Hidayatiet al 2017;Sukariasih et al 2019) guided inquiry emphasizes students finding their knowledge. According to (Nasruddin et al 2020), guided inquiry makes students more active in the learning process (Ropii, Hardyanto, and Ellianawati 2019).…”

Analisis Kesalahan Siswa dalam Menyelesaikan Soal Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Menengah Atas

“…Pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar (Nasruddin, 2017;Jailani et al, 2020). Oleh karena itu, pendidik harus mampu merancang desain pembelajaran yang dapat menarik perhatian dan partisipasi siswa agar materi yang disampaikan dapat dipahami dan dimengerti, sehingga kegiatan pembelajaran dapat terlaksana dengan baik terutama dalam pembelajaran matematika (Mardianto, 2012:54;Nasruddin et al, 2020).…”