The Effect of the Application of Discovery Learning and Problem Based Learning Model on Metacognitive Ability and Students' Mathematical Connections

Rini Triana,Zainal Azis,Irvan Irvan

doi:10.30596/ijems.v2i1.6175

Abstract

This study aims to determine: (1) the significant influence between learning models on metacognitive abilities, (2) significant effects between learning models on mathematical connections, (3) the interaction between discovery learning and problem based learning on metacognitive abilities, (4) the interaction between discovery learning and problem based learning models on students' mathematical connections. This research is a quasi experimental research. The instruments used were: (1) tests of students 'initial mathematical abilities (2) tests of metacognitive abilities, (3) tests of students' mathematical connections with the subject of Lines and Angles. Inferential data were performed using covariance analysis (MANOVA). The result of hypothesis testing shows that the average metacognitive ability in learning using discovery learning learning models is 77.20 > 75 with a standard deviation of 2.161 and students' mathematical connections obtained are 83.63 > 45 with a standard deviation of 3.480. By using the problem base learning model is 76.76 > 75 with a standard deviation of 2.216 and for the average mathematical connection of the students obtained 81.84 > 45 with a standard deviation of 2.096. The data show that the metacognitive abilities and mathematical connections of students who are taught using discovery learning models are better than those who are taught using problem-based learning models

Highlights

Learning is the interaction between students and teachers, there will be intense and directed communication in order to achieve the goals to be achieved
To see the student's mathematical connection to the discovery learning model that has been done, it is obtained 83.63 45 with a standard deviation of 3.480, which means that H0 is rejected
Students' mathematical connections in the problem based learning model obtained 81.84 45 with a standard deviation of 2.096, which means that H0 is rejected

Summary

Introduction

Learning is the interaction between students and teachers, there will be intense and directed communication in order to achieve the goals to be achieved. A good learning process requires a process of interaction by all components involved in learning both between students and teachers and students and students. Several aspects in the process of good interaction in learning are giving perception and conveying learning objectives. The success of a lesson can be seen from the results of the teaching and learning process. In reality the learning outcomes obtained by students are not in accordance with what the teacher wants. From the results of observations of the value and activities of Class VII students of the UPT Formal Education Unit at SMP N 1 Percut Sei Tuan, in learning mathematics the researchers can conclude that students still experience difficulties in learning mathematics so that the pattern of answers when solving problems does not vary, the mathematics learning outcomes obtained still not satisfying

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Methods

Conclusion