Modifying a discovery learning model with an aptitude-treatment interaction strategy for teaching senior high school mathematics

Abstract

This study aims to describe the presence or absence of the effect of the Aptitude-treatment Interaction (ATI) strategy in discovery learning models on the ability to understand mathematical concepts and self-confidence. Which one is superior to the ATI strategy in the discovery learning model and the discovery learning model in terms of the ability to understand mathematical concepts and students’ self-confidence. This type of research was a quasi-experimental research with non-equivalent pretest-posttest control group design. The population was all students of class X at a senior high school in East Sumba district. Two classes as samples were chosen randomly. Descriptive statistical data analysis was carried out, then it continued with testing hypotheses using the Manova test. The results showed that there was an effect of the ATI strategy in the discovery learning model on the ability to understand mathematical concepts and students’ self-confidence. Learning with the ATI strategy in the discovery learning model is superior to learning with the unmodified discovery learning models on the ability to understand mathematical concepts and students’ self-confidence.