Studens Mathematical Problem Solving Ability in Elementary School: The Effect of Guided Discovery Learning
Abstract: This study aims to determine the effect of the Guided Discovery Learning l Model on the mathematical problem solving abilities of elementary school students. The research is a quasi-experimental research. This research was conducted at 01 Suayan, Akabiluru District. The sample uses Simple Random Sampling. The instrument in this study was a test of students' mathematical problem solving abilities followed by a hypothesis tested using the T-Test. In general, the results showed that the average mathematical probl… Show more
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Problem-Solving Ability with the Implementation Guided Discovery Model on Excretory System Material in Class XI of SMA Negeri 18 Medan
One of the demands of 21st-century learning is optimizing students' problem-solving abilities. The problem-solving ability of students at SMA Negeri 18 Medan is still low. One of the contributing factors to low problem-solving ability is the lack of application of learning devices and models that can activate students and are still teacher-centered. One learning model that can improve problem-solving skills is the guided discovery model. This study aims to analyze students' problem-solving abilities with the implementation of the guided discovery model, the implementation of guided discovery syntax in learning, and student responses to the guided discovery model on excretory system material. This type of research is quasi-experimental research with a pretest-posttest control group design. Sampling using random sampling technique, XI IPA 1 as guided discovery class and XI IPA 2 as direct instruction class. The instruments used consist of essay questions on problem-solving skills, syntax implementation observation sheets, and student response questionnaires. The data obtained are first tabulated, searched for averages, and then analyzed by normality tests and independent sample t-tests. From the results of the independent sample t-test, a significance value of 0.000<0.05 was obtained, indicating that students' problem-solving abilities with guided discovery models and direct instruction models differed significantly. The results showed that the problem-solving ability of grade XI students of SMA Negeri 18 Medan who were taught using the guided discovery model was very high (82.69), the implementation of the guided discovery model syntax with a percentage of 99%, and student responses to learning showed a positive response. Based on the results of the study, the guided discovery model is very appropriate to be used in training the problem-solving ability of grade XI students at SMA Negeri 18 Medan on excretory system material.
Problem-Solving Ability with the Implementation Guided Discovery Model on Excretory System Material in Class XI of SMA Negeri 18 Medan
One of the demands of 21st-century learning is optimizing students' problem-solving abilities. The problem-solving ability of students at SMA Negeri 18 Medan is still low. One of the contributing factors to low problem-solving ability is the lack of application of learning devices and models that can activate students and are still teacher-centered. One learning model that can improve problem-solving skills is the guided discovery model. This study aims to analyze students' problem-solving abilities with the implementation of the guided discovery model, the implementation of guided discovery syntax in learning, and student responses to the guided discovery model on excretory system material. This type of research is quasi-experimental research with a pretest-posttest control group design. Sampling using random sampling technique, XI IPA 1 as guided discovery class and XI IPA 2 as direct instruction class. The instruments used consist of essay questions on problem-solving skills, syntax implementation observation sheets, and student response questionnaires. The data obtained are first tabulated, searched for averages, and then analyzed by normality tests and independent sample t-tests. From the results of the independent sample t-test, a significance value of 0.000<0.05 was obtained, indicating that students' problem-solving abilities with guided discovery models and direct instruction models differed significantly. The results showed that the problem-solving ability of grade XI students of SMA Negeri 18 Medan who were taught using the guided discovery model was very high (82.69), the implementation of the guided discovery model syntax with a percentage of 99%, and student responses to learning showed a positive response. Based on the results of the study, the guided discovery model is very appropriate to be used in training the problem-solving ability of grade XI students at SMA Negeri 18 Medan on excretory system material.
The ability to recognize the concept of early numbers in early childhood is very important to develop so that children are ready to take part in learning mathematics at a higher level. This study aims to determine the effect of mathematics learning approaches and self-regulation to recognize the concept of early numbers ability in kindergarten. The study used an experimental method with a treatment design by level 2x2. The sample used was 32 children. Score data, ability to recognize number concepts, analyzed and interpreted. The results showed that: (1) The Realistic Mathematics Education approach is better than the Open Ended Approach in improving the ability to recognize children's number concepts; (2) There is an interaction effect between mathematics learning approaches and Self-Regulation to recognize the concept of early numbers ability; (3) The Realistic Mathematics Education approach is more suitable for children with high self-regulation, (4) The Open Ended approach is more suitable for children with low self-regulation. Subsequent experiments are expected to find mathematics learning approaches for children whose self-regulation is low on recognizing the concept of early numbers ability. Keywords: mathematics learning approach, self-regulation, early number concept ability References: Adjie, N., Putri, S. U., & Dewi, F. (2019). Penerapan Pendidikan Matematika Realistik (PMR) dalam Meningkatkan Pemahaman Konsep Bilangan Cacah pada Anak Usia Dini. 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Deskripsi Tingkat Pemahaman Pembuatan Modul Ajar Kurikulum Merdeka pada Calon Guru MI UIN Mahmud Yunus Batusangkar
Making teaching modules that are effective and in accordance with the Independent Curriculum is important so that the learning process can run well. This study aims to analyze the level of understanding of semester 6 PGMI teacher candidates in making teaching modules for. The research method used was descriptive research, with a number of 6th semester PGMI teacher candidates as participants. Data were collected by distributing questionnaires and structured interviews to randomly selected participants. Questionnaires and interviews focused on the prospective teacher's understanding of the principles of the Mardeka Curriculum. The results showed that most of the 6th semester PGMI teacher candidates had an adequate understanding of the principles of the Mardeka Curriculum. However, their ability to design teaching modules still needs to be improved. Some of the obstacles faced by prospective teachers in making modules include a lack of knowledge about learning techniques that are in accordance with the Mardeka Curriculum, limited resources, and a lack of training in developing teaching modules. Based on these findings, it is suggested that there is an increase in training and mentoring of 6th semester PGMI teacher candidates in making teaching modules that are in accordance with the Mardeka Curriculum. In addition, it is also necessary to increase the available resources to support the process of making effective teaching modules. Thus, it is hoped that the 6th semester PGMI teacher candidates can develop relevant and high-quality teaching modules in the implementation of the Mardeka Curriculum.
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