Publisher

IKIP SILIWANGIIKIP SILIWANGI

Journal Infinity JournalInfinity Journal Abstract

This study is a quasi-experiment aimed at determining the difference in students mathematics achievement when using guided discovery learning and the JIGSAW type cooperative learning model. The population of this study is all students at SMA N 3 P. Siantar. Cluster random sampling was used to select samples for experimental class I (X-1, 36 students) and experimental class II (X-6, 36 students). Student achievement was measured using an essay test. Data normality was tested using Lilliefors test, and homogeneity was tested using Fishers test, both indicating normal and homogeneous data. Data analysis used a t-test at a significance level of α = 5%. The results showed a significant difference in student achievement in mathematics between the two learning models, with t = 2.504 at α = 0.05 and df = 1.995, leading to the rejection of the null hypothesis.

Conclusion

The research concluded that there is a significant difference in mathematics achievement between students taught using guided discovery learning and those taught using the JIGSAW type cooperative learning model at SMA N 3 P.Students who were taught using the guided discovery learning model demonstrated higher achievement scores.This is likely due to the guided discovery model actively involving students in the learning process and building upon their prior knowledge, fostering a more meaningful and memorable learning experience.

Future Research

Further research could explore the implementation of guided discovery learning in different mathematical topics and grade levels to assess its broader applicability. Investigating the specific cognitive processes activated during guided discovery, such as problem-solving strategies and metacognitive awareness, could provide insights into its effectiveness. Additionally, studies could examine the impact of combining guided discovery with other innovative teaching methods, like technology-enhanced learning, to create more engaging and effective learning environments. Considering the challenges encountered in the JIGSAW model, future research could focus on strategies to improve student engagement and ensure equitable participation within JIGSAW groups, potentially through targeted teacher training or modified group structures. Finally, exploring the long-term retention of mathematical concepts learned through guided discovery compared to traditional methods would be valuable in understanding its lasting impact on student learning.

References

1. Infinity Journal. difference students achievement mathematics guided discovery learning model cooperative... e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/495Infinity Journal difference students achievement mathematics guided discovery learning model cooperative e journal stkipsiliwangi ac index php infinity article view 495

Subjects

1. #guided discovery#guided discovery
2. #discovery learning model#discovery learning model

Metadata

File size	794.8 KB
Pages	10
DMCA	ReportReport