Enhancing Students Mathematical Conceptual Understanding by Applying Guided Discovery Learning and Direct Learning Model

Marbun, Sri Rahwany and Napitupulu, E. Elvis and , Mulyono (2019) Enhancing Students Mathematical Conceptual Understanding by Applying Guided Discovery Learning and Direct Learning Model. In: Proceedings of The 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), 23 – 24 September 2019, Garuda Plaza Hotel, Medan,.

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Abstract

The purpose of this study is to analyze whether there is an enhancement difference of mathematic conceptual understanding ability (MCUA) of student which is taught by guided discovery learning (GDL) and which is taught by direct learning (DL). This study is quasi experimental study. The population of this study is the eighth grade students of Madrasah Tsanawiyah Negeri Barus. The sample of this study is taken randomly, which consisted of two classes. The experiment class is taught by guided discovery learning (GDL) and the control class is taught by direct learning (DL). The result of study showed that there is enhancement difference of mathematic conceptual understanding ability (MCUA) of student which is taught by guided discovery learning (GDL) and student which is taught by direct learning (DL). The N – gained of mathematical concept understanding ability of student which is taught by guided discovery learning (GDL) is higher than student which is taught by direct learning (DL).

Item Type: Conference or Workshop Item (Paper)
Keywords: mathematical conceptual understanding; guided discovery model; direct learning model
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education > LB2331.7 Teaching personnel
L Education > LB Theory and practice of education > LB2300 Higher Education > LB2361 Curriculum
Q Science > QA Mathematics
Depositing User: Mrs Catur Dedek Khadijah
Date Deposited: 03 Mar 2020 03:51
URI: http://digilib.unimed.ac.id/id/eprint/38545

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