Main Article Content

Abstract

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 H0 was rejected for the level of significance 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

Article Details

Author Biographies

Yuliana Yuliana, Widya Dharma University

Mathematics Education in Teacher Training ang Education Faculty

Tasari Tasari, Widya Dharma University

Mathematics Education in Teacher Training ang Education Faculty

Septiana Wijayanti, Widya Dharma University

Mathematics Education in Teacher Training ang Education Faculty

References

  1. Budiyono. (2009). Statistik untuk Penelitian (Edisi 2). Surakarta: UNS Press.
  2. Cohen, M.T. (2008). “The Effect of Direct Instructions Versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students”. Journal of Northeastern Educational Research Association (NERA).30.1-28.
  3. Dumitrascu, D. (2009). “Integration of Guided Discovery in the Teaching of Real Analysis”. Journal of Educational Studies in Mathematics. 19(4).370-380.
  4. Markaban. (2008). Model Penemuan Terbimbing pada Pembelajaran Matematika SMK. Paket Fasilitasi Pemberdayaan KKG/MGMP Matematika. Yogyakarta : P4TK Matematika.
  5. Moleong. Lexy J. (2006). Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya.
  6. Mulyasa. 2004. Menjadi Kepala Sekolah Profesional. Remaja Rosda Karya. Bandung.
  7. Prince, M. J dan Felder, R.M. (2006). “Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases”. Journal of Engineering Education.95(2).123-138.
  8. Rosita, C.D. (2016). The Development of Courseware Based on Mathematical Representations and Arguments in Number Theory Courses. Infinity, 5 (2), 131-140.
  9. Silberman, Melvin L.(1996). Active Learning 101 Strategies to Teach Any Subject.USA:Allyn and Bacon.
  10. Yuliana.(2011). Eksperimentasi Pembelajaran Matematika dengan Model Kooperatif Tipe Student Team Achievement Divisions (STAD) dan Penemuan Terbimbing Ditinjau Dari Aktivitas Belajar Siswa pada Pokok Bahasan Persamaan Garis Lurus Kelas VIII Di SMP Negeri Se-Kabupaten Klaten Tahun Ajaran 2011/2012. In Budiyono, Mardiyana, I.Sujadi, & Sutopo (Eds.). Seminar Nasional dan Pendidikan Matematika (153-162). Surakarta : Pelangi Press.