The effect of guided discovery learning on students’ mathematical communication skill

Abstract

Traditional teaching and learning is a classic problem in mathematics. This method made students only as listeners and not as learners. Learning was dominated by teacher without students’ responses and feedback. Students couldn’t enhance their communication skill and were not independent in learning. This study aimed to determine the impact of guided discovery learning on students’ ability of mathematical communication. The study was a quasi-experimental research with posttest-only design. Experiment class was taught by guide discovery learning and control class was taught traditionally. The variables in this study consist of independent variables namely guided discovery learning and the dependent variable was students’ ability of mathematical communication. The research subjects were thirty six 3rd semester pre-service mathematics teacher from two full classers. Instruments of research were test of prior knowledge and test of mathematical communication ability. Based on the research data it was found that there was effect of learning factor on students’ ability of mathematical communication between students who are taught with guided discovery learning and students who are taught traditionally. Students’ communication skill in experiment class was higher than control class. Therefore, guide discovery learning is one alternative to improve student communication skill.