Penerapan Model Guided Discovery Learning dalam Mengembangkan Kemampuan Mengkonstruksi Bukti Geometri

Samsul Maarif, Trisna Roy Pradipta, Surya Amami Pramuditya, Muchamad Subali Noto

Sari


Penelitian ini bertujuan untuk menganalisis penerapan model Guided Discovery Learning (GDL) dalam meningkatkan kemampuan mengkonstruksi bukti geometri (KMBG) pada perkuliahan geometri dasar. Penelitian menggunakan eksperimen factorial design 3×2 yang melibatkan dua kelas geomeri dasar dengan perlakuan pembelajaran yang berbeda yakni model GDL di kelas eksperimen dan model Direct Instruction (DI) di kelas kontrol. Populasi pada penelitian ini adalah seluruh mahasiswa yang mengikuti mata kuliah geometri dasar Program Studi Pendidikan Matematika di salah satu Perguruan Tinggi. Sampel penelitian sejumlah 75 mahasiswa dipilih dengan teknik Cluster Random Sampling yang terbagi dalam kelas ekperimen dan kelas kontrol. Penelitian ini menyimpulkan bahwa: 1) peningkatan KMBG mahasiswa yang memperoleh GDL lebih baik dibandingkan dengan mahasiswa yang memperoleh DI; 2) terdapat perbedaan peningkatan KMBG ditinjau dari level Kemampuan Awal Matematika (KAM) mahasiswa; 3) terdapat efek interaksi faktor pembelajaran dan KAM terhadap peningkatan KMBG.

Kata Kunci: Guided Discovery Learning, Pembuktian, Geometri, Mengkonstruksi Bukti Geometri.


Teks Lengkap:

PDF

Referensi


Abdisa, G., & Getinet, T. (2012). The Effect of Guided Discovery on Students’. Physics Achievement. Journal Physic Education, 6(4), 530–537.

Arnawa, I. M., Sumarno, U., Kartasasmita, B., & Baskoro, E. T. (2007). Applying the Apos Theory To Improve Students Ability To Prove in Elementary Abstract Algebra. Journal of the Indonesian Mathematical Society, 13(1), 133–148.

Asri, E. Y., & Noer, S. H. (2015). Guided Discovery Learning dalam Pembelajaran Matematika. In Prosiding Seminar Nasional Matematika dan Pendidikan Matematika, 891-896.

Balim, A. G. (2009). The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. Eurasian Journal of Educational Research, 35(35), 1–20.

Baroody, A. J., Purpura, D. J., Eiland, M. D., & Reid, E. E. (2015). The Impact of Highly and Minimally Guided Discovery Instruction on Promoting The Learning of Reasoning Strategies for Basic Add-1 and Doubles Combinations. Early Childhood Research Quarterly, 30(PA), 93–105.

Bieda, K. N., Ji, X., Drwencke, J., & Picard, A. (2014). Reasoning-and-Proving Opportunities in Elementary Mathematics Textbooks. International Journal of Educational Research, 64, 71–80.

Flores, M. M., & Kaylor, M. (2000). The effects of a Direct Instruction Program on The Fraction Performance of Middle School Students At-Risk For Failure In Mathematics. Journal of Instructional Psychology, 34(2), 84–94.

Haeruman, L. D., Rahayu, W., & Ambarwati, L. (2017). Pengaruh Model Discovery Learning Terhadap Peningkatan Kemampuan Berpikir Kritis Matematis Dan Self-Confidence Ditinjau Dari KAM Siswa Sma Di Bogor Timur. Jurnal Penelitian Dan Pembelajaran Matematika, 10(2), 157–168.

Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15(4), 485–523.

Hodds, M., Alcock, L., & Inglis Loughborough, M. (2014). Self-explanation training improves proof comprehension. Journal for Research in Mathematics Education, 45(1), 62–101.

Imawan, O. R. (2015). Perbandingan Antara Keefektifan Model Guided Discovery Learning dan Project-Based Learning Pada Matakuliah Geometri. PYTHAGORAS: Jurnal Pendidikan Matematika, 10(2), 179-188.

Kartikaningtyas, V., & Kusmayadi, T. A. (2017). Contextual Approach with Guided Discovery Learning and Brain Based Learning in Geometry Learning. Journal of Physics: Conference Series, 895(1), 012024.

Khasanah, V. N., Usodo, B., & Subanti, S. (2018). Guided Discovery Learning In Geometry Learning. Journal of Physics: Conference Series, 983(1), 012160.

Louden, B. (2014). Direct instruction and the teaching of early reading. In The Conversation.

Maarif, S. (2015). Improving Junior High School Students’ Mathematical Analogical Ability Using Discovery Learning Method. International Journal of Research in Education and Science, 2(1), 114.

Maarif, S, Perbowo, K. S., Noto, M. S., & Harisman, Y. (2019). Obstacles in Constructing Geometrical Proofs of Mathematics-Teacher-Students Based on Boero’s Proving Model. Journal of Physics: Conference Series, 1315, 012043.

Maarif, S., Wahyudin, W., Noto, M. S., Hidayat, W., & Mulyono, H. (2018). Geometry Exploration Activities Assisted With Dynamic Geometry Software (DGS) in a Teacher Education Classroom. Infinity Journal, 7(2), 133-146.

Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L. (2014). The Mathematical Nature of Reasoning-and-Proving Opportunities in Geometry Textbooks. Mathematical Thinking and Learning, 16(1), 51–79.

Parno, P. (2015). Pengaruh Model Penemuan Terbimbing Dengan Strategi Self-Explanation Terhadap Prestasi Belajar Fisika Zat Padat Mahasiswa. Jurnal Pendidikan Fisika Indonesia, 11(1), 23-35.

Reiss, K., & Renkl, A. (2002). Learning to prove: The Idea of Heuristic Examples. ZDM - International Journal on Mathematics Education, 34(1), 29–35.

Stockard, J., Wood, T. W., Coughlin, C., & Khoury, C. R. (2018). The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research. Review of Educational Research, 88(4), 479–507.

Sztajn, P., Wilson, H., Edgington, C., Myers, M., & Dick, L. (2013). Using Design Experiments to Conduct Research on Mathematics Professional Development. Alexandria: Revista de Educação Em Ciência e Tecnologia, 6(1), 9–34.

Tran, T., Nguyen, N.-G., Bui, M.-D., & Phan, A.-H. (2014). Discovery Learning with the Help of the GeoGebra Dynamic Geometry Software. International Journal of Learning, Teaching and Educational Research, 7(1), 44–57.

Vilkomir, T., & O’Donoghue, J. (2009). Using Components of Mathematical Ability for Initial Development and Identification of Mathematically Promising Students. International Journal of Mathematical Education in Science and Technology, 40(2), 183–199.

Weber, K. (2005). Problem-Solving, Proving, and Learning: The Relationship Between Problem-Solving Processes and Learning Opportunities in The Activity of Proof Construction. Journal of Mathematical Behavior, 24(3–4), 351–360.

Yuliana, Y., Tasari, T., & Wijayanti, S. (2017). The Effectiveness Of Guided Discovery Learning To Teach Integral Calculus For The Mathematics Students Of Mathematics Education Widya Dharma University. Infinity Journal, 6(1), 01-10.

Yuliani, K., & Saragih, S. (2015). The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Students at Islamic Junior High School of Medan. Journal of Education and Practice, 6(24), 116-128.




DOI: http://dx.doi.org/10.33603/jnpm.v4i1.2811

Refbacks

  • Saat ini tidak ada refbacks.


##submission.copyrightStatement##

Laman JNPM: http://jnpm.ugj.ac.id

JNPM memiliki p-ISSN 2549-8495 | e-ISSN 2549-4937

JNPM is licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License.

execute(); ?>