Guided Discovery Approach Research Articles

Enhancing Critical Thinking Skills in Geometry through the Guided Discovery Approach with GeoGebra

In this modern era of K-12 curriculum, if students are expected to be knowledgeable and skilled, it is a requirement for the teachers to meet and cope with the necessary skills and competencies for the students to be more competent. This study is developed to investigate the effect of the Guided Discovery Approach (GDA) with GeoGebra on critical thinking skills in ninth-grade geometry students at Baluan National High School during the 2022-2023. Employing a true experimental research design, the study revealed that the student’s level of achievement in critical thinking skills in creating, applying, analyzing, and evaluating both in the conventional and experimental groups increases in mean gain scores of 28.27 and 32.8 respectively. The t-test result further shows a t(28) = 2.70 and a p-value = 0.01 indicating that the GDA with GeoGebra in teaching Geometry significantly improved students' critical thinking. It further reveals a significant increase in post-test scores for the experimental group emphasizing the effectiveness of GDA with GeoGebra. While students moderately accepted GeoGebra, there is no significant relationship between their critical thinking skills and acceptability. The findings underscore the importance of instructional methods in improving critical thinking skills, showcasing the potential of GDA with GeoGebra in Geometry.

E-LKS OF POLYHEDRON MATERIAL BASED ON GUIDED DISCOVERY APPROACH TO FACILITATE MATHEMATICAL PROBLEM-SOLVING ABILITY OF JUNIOR HIGH SCHOOL

This study aims to produce Electronic-based Student Worksheets (E-LKS) using a Guided Discovery approach on f polyhedron material based that are valid, practical, and potentially affect the Mathematical Problem-Solving Ability (KPMM) of junior high school. The research method used in this research is Research and Development using a 4-D development model consisting of four stages: Define, Design, Development, and Disseminate. Data collection techniques used include validation questionnaires, student response questionnaires, and documentation. This research involved students of class VIII MTs YASMI and IX MTs YASMI. The results showed that E-LKS has been valid from the quality of presentation, technical requirements, didactic requirements, construction requirements, and KPMM aspects with very valid criteria based on expert comments at the Expert Review and One-to-One stages. Next, the implementation of E-LKS at the Small Group and Field Test stage shows the practicality of E-LKS with very practical criteria. This can be seen from E-LKS, which is easy to read and use, and E-LKS can add enthusiasm to learning. The conclusion is that E-LKS uses a Guided Discovery approach to polyhedron material based to facilitate KPMM for junior high school students and has been valid and practically used in the learning process.

Efforts to Increase Curiosity Through Cooperative Lectures Type Student Teams Achievement Division (STAD) with Guided Discovery Approach in Economics Mathematics Course

The objectives of this study include: (1) To determine the implementation of cooperative lectures of the Student Teams Achievement Division (STAD) type with a guided discovery approach in the economic mathematics course of students of the D3 Accounting Study Program, Pamulang University, (2) To determine the results of the improvement curiosity in the application of cooperative lectures of the Student Teams Achievement Division (STAD) type with a guided discovery approach in the mathematical economics course of students of the D3 Accounting Study Program, Pamulang University, and (3) To find out the obstacles faced by lecturers and students as well as the efforts made in the application of cooperative lectures of the Student Teams Achievement Division (STAD) type with a guided discovery approach in economic mathematics courses for students of the D3 Accounting Study Program, Pamulang University. Research on efforts to increase curiosity through STAD type cooperative learning with a guided discovery approach in economics mathematics courses is a type of Classroom Action Research. This Classroom Action Research is intended to overcome a problem or improve a learning in the classroom. Therefore, the purpose of this research is to change the initial situation or condition to the expected condition (improvement oriented). Based on the results of research and discussion, it is concluded that learning mathematics using the STAD type cooperative model with a guided discovery approach can increase the curiosity of D3 Accounting students at Pamulang University. Learning mathematics using the STAD type cooperative model with a guided discovery approach at the D3 Accounting at Pamulang University has been carried out according to the procedure. The implementation of mathematics learning using the STAD type cooperative model with a guided discovery approach has been carried out following the steps that have been set.

Series of problems in Clairaut’s Elements of Geometry: interaction between historical analysis and mathematics education research

In this paper, I propose an analysis of the structure of Clairaut’s Éléments de Géométrie (1741), a book presenting geometrical knowledge organized around problems, with rich metadiscourse connecting problems and other elements of mathematical content. This analysis is inspired both by the “Series of problems at the crossroad of cultures” interdisciplinary history of sciences project, in which texts from various cultures structured around problems were analysed, and by ongoing mathematics educational research on the Hungarian Guided Discovery approach, where “series of problems” play a central role in the planning and implementation of teaching trajectories. I show how a dialog between the analysis of Clairaut’s historical text and mathematics educational research contributes to the reflection on the construction and analysis of inquiry based teaching trajectories in mathematics education.

IMPLEMENTASI PENGGUNAAN MODUL TRIGONOMETRI DENGAN PENDEKATAN PENEMUAN TERBIMBING TERHADAP MINAT BELAJAR SISWA KELAS X

This research includes descriptive research with a qualitative approach. The subjects in this study were mathematics teachers, and class X students of SMK Bina Patria 1 Sukoharjo in the 2021/2022 academic year. The object of this research is the implementation of the use of a trigonometry module with a guided discovery approach to students' interest in learning. Data collection techniques using interviews and questionnaires. From the results of research conducted, students' interest in learning obtained an average percentage on the aspect of feeling happy of 70.44% including the "high" criteria, on the interest aspect getting a percentage of 85.42% including the "very high" criteria, on the involvement aspect obtained a percentage of 73.44% included in the "high" criteria. In the aspect of independence, the percentage of 86.72% is included in the "very high" criteria. All aspects accumulated to obtain a percentage of 79.01% which is included in the "high" criteria. So it can be interpreted that the student's response to the implementation of the use of the module is good and increases student interest in learning so that the module is well used for learning mathematics. However, there are some obstacles, namely students still need adjustments when they first use the module and there are slight revisions or improvements in certain parts in order to produce a better module, making it easier for readers to use it.

Pengembangan Pembelajaran Berbasis Web Dengan Pendekatan Guided Discovery Berbantuan Hypermedia Untuk Siswa SMP

The purpose of this study was to produce web-based learning using a hypermedia assisted discovery guided approach for junior high school students. The development model applied in this study is the ASSURE model. The development stage begins with analyzing the characteristics of students, then stating the learning objectives. The next stage is selecting strategies, technology, media and materials to support the achievement of predetermined learning objectives, then utilizing technology, media and materials, ensuring student participation, and the final stage is conducting evaluation and revision. The result of the development is in the form of a learning web whose activities use the guided discovery procedure and the content is presented using the hypermedia principle. Based on the results of observations, students looked excited and they were actively involved during the learning process. Students say that learning becomes more flexible because they can adjust to the time they have. Based on the response analysis, it was found that the average student gave a positive response. So it can be concluded that web-based learning with the guided discovery approach assisted by hypermedia can improve the quality of learning in junior high schools, especially in terms of student participation in learning, enthusiasm and learning flexibility

Effects of The Use Guided Discovery Method On Solving Linear Equation in One Variable Word Problem Among Junior High Shool Form 2 Students

The study sought to assess the effect of guided discovery approach of teaching Junior High School Form 2 students’ ability of translating and solving of linear equation in one variable word problems. Data were collected by administering pre-test and post-test of five linear equation in one variable word problems to 23 students. The purpose of the pre-test and post-test assessment was to measure change in students’ knowledge and skills of translating and solving linear equation in one variable word problems. The results revealed that majority of the students failed to identify the unknown part of the problem, represent it with defined variable and write correct expression and then transform the expression into linear equations, find the value for the variable and substitute the value of the variable into the equation to verify their answers. With the implementation of the guided discovery approach, the students made sufficient gains in post-test scores when they solved five linear equation in one variable word problems. Paired sample t-tests analysis also revealed a significantly increased the pre-service teachers’ abilities of translating linear equation one variable word problems into algebraic forms and solving them. Consequently, it was recommended that mathematics teachers should make frantic effort and teach students the skills of identifying unknown part of linear equation word problems and representing with defined variable, and then form linear equations. Since one of the most important stages of problem-solving heuristic reasoning processes is to look back, students should be encouraged to make it a point to verify their answers and choose the right answer(s) only.

The place of language in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach to teaching writing

Even with the popularity of genre-based teaching, conceptual blind spots and knowledge gaps still exist regarding the place of language in the ESP genre-based approach to teaching writing. Examining the literature carefully, I explicate in this article how lexico-grammatical features have been attended to in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach, an approach that is appealing to writing instructors and ESP practitioners. Regarding theoretical tenets, I unpack the inseparability of lexico-grammatical features from rhetorical organizations or rhetorical contexts in the ESP genre-based approach. With regard to textbooks, I demonstrate the intensive and expert attention to lexico-grammatical features in graduate-level ESP genre-based textbooks. I explore the possibility of using the inductive, guided discovery approach to develop undergraduate-level teaching materials that focus on common, unique, and important lexico-grammatical features. As to classroom practices, I present student-centered discovery-based analysis, detailed explanations, and targeted corpus searches, among other classroom practices that concentrate on lexico-grammatical features in graduate and undergraduate writing classes. I conclude the article by asking whether facilitating students’ fluent control of lexico-grammatical features for producing genres should constitute one of the goals of genre-based teaching and, if so, what some of the pedagogical and research practices may be for achieving such a goal.

Better understanding mathematics by algorithmic thinking and computer programming

Tamás Varga’s mathematics education experiment covered not just mathematics, but also other related topics. In many of his works he clearly stated that computer science can support the understanding of mathematics as much as mathematics supports informatics. On the other hand, not much later than the introduction of the new curriculum in 1978, personal computers started to spread, making it possible to teach informatics in classes and in extracurricular activities. Varga’s guided discovery approach has a didactic value for other age groups as well, not only in primary school. Its long-lasting effect can be observed even in present times. Having reviewed several educational results in the spirit of Tamás Varga, we have decided to present an extracurricular course. It is an open study group for age 12-18. Students solve problems by developing Python programs and, according to our experiences, this results in a deeper understanding of mathematical concepts.
 Subject Classification: 97B10, 97B20, 97D50, 97N80, 97P20, 97P30, 97P40, 97P50, 97U70

Tamás Varga’s reform movement and the Hungarian Guided Discovery approach

This paper presents Tamás Varga’s work focusing especially on the Hungarian Complex Mathematics Education reform project led by him between 1963 and 1978 and the underlying conception on mathematics education named “Guided Discovery approach”. In the first part, I describe Varga’s career. In the second part, I situate his reform project in its international and national historical context, including the international “New Math” movement and the “Guided Discovery” teaching tradition, something which is embedded in Hungarian mathematical culture. In the third part, I propose a didactic analysis of Varga’s conception on mathematics education, underlining especially certain of its characteristics which can be related to Inquiry Based Mathematics Education. Finally I briefly discuss Varga’s legacy today.
 Subject Classification: 97-03, 97B20, 97D20, 97D40, 97D50

Guided Discovery Approach in the Development of Calculus Modules on Derivative Material with Islamic Nuance and Environmental Insight

The development of teaching materials in the form of modules needs to be developed in calculus courses to help students understand derivative materials. This development research aims to determine the development and feasibility of the developed module, namely the calculus modules on derivative material with Islamic nuance and environmental insight. The method used in this research is Research and Development (R&D) using the 4D model proposed by Thiagajaran. The steps taken are to Define, Design, Development, and Disseminate. Based on the results of the research, the results of the validation by the material experts, media experts, and Islamic religious and environment experts are deemed valid. Based on small-scale testing on the product’s attractiveness, the module is declared as very attractive. Thus, based on the assessment of validators and small-scale trials, the developed module is declared as feasible.

Using the Constructivist Approach to Enhance Students’ Competence in Solving Word Problems Involving Linear Equations in One Variable

The objective of the study is to improve the proficiency of students from business stream of Tamale Girls Senior High School (TGSHS) regarding the solving method of linear equations related problems. An action research-based study has been done on 35 female students from a mean age of years. Both pre-test and post-test have been applied for collecting data. Mean, standard deviation and t-test have been applied for the analysis. The guided discovery approach has been applied over here. Result indicates significant differences between the traditional teaching method and the guided discovery approach for teaching mathematics at Tamale Girls SHS. This study also suggested more training, workshops, seminars can be arranged by teachers to encourage students of guided discovery approach in teaching mathematics.

Improving trigonometry learning motivation using Geogebra-Assisted Guided Discovery Student Worksheet (GDSW)

This study aims to determine student motivation using Geogebra assisted GDSW. The instrument of this research are worksheet compiled with guided discovery approach and student motivation questionnaire. The motivation questionnaire consists of three aspects of interest, pleasure, and satisfaction, which are outlined in 15 questions submitted to 118 of 10th grade students. Data analysis of the questionnaire using Likert scale 1-4, with ideal score is 4, and the lowest score is 1. There are five interval classes. The result of this research, that student motivation using Geogebra assisted GDSW has an average of 3.11 with the category of "good". It means that students have good motivation on learning using Geogebra-assisted GDSW.

Game-Based Edutainment Media using Guided Discovery Approach: What teachers say?

Empirical studies over the past half century show that student felt discovery approach had ignored two things, student’s interest and cognitive ability. This situation certainly requires teachers to understand the needs and characteristics of students better nowadays. Integrating technology into learning process is an alternative that can be taken by teachers to apply discovery approach. As an effort to overcome these conditions, researchers developed game-based edutainment media using guided discovery approach that can be used in mathematics learning process. The researchers also conducted this study to investigate teachers and postgraduate pre-service teachers’ perception related to game-based edutainment media using guided discovery approach in mathematics learning process. Participants included 31 postgraduate pre-service mathematics teachers and 22 secondary school mathematics teachers. This study used a survey method and the data were collected through questionnaires. The questionnaires identified two aspects, usefulness and ease of use. Most participants had positive views, they stated that through game-based edutainment media students would not be afraid to find mathematical concepts independently as they learn through playing game. Nevertheless, both teachers and pre-service teachers also emphasized some difficulties in the application of game-based edutainment media such as, monitoring students’ activities and clarity of instruction.

6. Modelo Atómico: Simulación de las Principales Experiencias que Llevaron a su Formulación

El objetivo del presente trabajo es la presentación y descripción de un conjunto de programas de simulación, desarrollados por el autor, para ser utilizados en el proceso de enseñanza-aprendizaje del tema formulación del modelo atómico, tanto para la educación básica universitaria como para la educación media. Se trata de una propuesta educativa que apunta a resolver algunos de los problemas que se presentan en el estudio de este tema. La experimentación es fundamental para el aprendizaje de las ciencias fácticas y la química no escapa a esta afirmación. En el tema modelo atómico el costo del equipamiento para realizar estos experimentos, hacen que sea poco factible realizarlas en nuestras escuelas y universidades, que generalmente carecen de los mismos. Por ello se propone el uso de simulaciones como una interesante alternativa para su estudio. Con estos programas el docente puede introducir al alumno en un tema que es esencialmente abstracto a través de experiencias “concretas” y siguiendo un enfoque de descubrimiento guiado.

Linking macro and micro through element cycle: Desing research approach for introdutory chemistry course for 6-7 grades

To provide a solid understanding of chemistry at early stages of learning, any introductory course strives to link macro phenomena and their micro models in students’ thinking through some practical work with substances and related modeling at micro level; however, the transition to elements and atoms does not get adequate consideration. Our goal is to design a teaching strategy that reveals the essence of the notion of chemical element at both levels of its representation. We assume that (1) connections between the macro and the micro can be realized if we allow students to plan the experiments, and (2) the necessary context in which the concept of chemical element really works is a problem of preparation of a certain substance from other chemicals. Upon these principles, we have developed a local instructional theory that has then been tested and revised during three long-term macro-cycles of our design research experiment in 6-7 grades. We build on the Guided Discovery Approach to teach students how to distinguish and interpret simple physical and chemical changes through the substance-based particle model. In our course, students compose and explore copper and iron cycles of transformations, model composition of particles of the substances involved, revise interpretations of the experiments, investigate displacement reactions, acids, bases, etc. without explicit references to the concept of atoms. Along this way, students realize and master the idea that elements are conserved in reactions and every element gives rise to a cycle. Atoms then emerge as units of elements. The principal advantage of this approach is the appearance of meaningful questions that the subsequent chemistry course will answer. Students acknowledge that models are revisable as needed by the experiments. Such an introduction makes the subject of chemistry much more meaningful for students and eliminates many obstacles to successful learning.

Integrating Effective Pedagogies in Science Education with a Design of Alternative Experiments on Electromagnetics

Learning electromagnetics often involves dealing with problems with strong mathematical skills or thinking about problems in abstract and multiple spaces. Moreover, many students are often unable to explain some related physical phenomena using the appropriate electromagnetic principles. In this paper, we report on integrating two effective pedagogies in science education. Those were STS (science, technology and society) instruction and guided discovery approach by designing some alternative experiments on electromagnetics at university undergraduate level. Based on a Radio Frequency Identification (RFID) system, three sets of scientific investigation activities are specifically designed for helping undergraduate physics and engineering students explore the electromagnetic phenomena in real-world situations and acquire a better understanding of the inter-relationship amongst science, technology and society.

Peningkatan Kemampuan Berpikir Kritis Dan Kreatif Siswa Sma Menggunakan Pendekatan Penemuan Terbimbing

Entitled Learning Mathematics with Guided Discovery Approach for Improving Critical Thinking Skills, and Creative High School Students, motivated by the lack of ability critical and creative thinking which are complex problems in mathematics learning.This resulted in low student achievement in math mastery.If the condition is left continuously without any attempt to fix, it is concerned that students will not be competent in mastering science and technology demanded by age. Therefore, a variety of efforts, including by implementing guided discovery method in this study. The data were obtained by interviews, questionnaires observation and writing test. The method used is the method of experimental quasi with desain: quasi experimental nonequivalent groups pretest-posttest design in which the experimental group and the control group were not chosen at random. Technique of sampling, form Purposive Sampling, with samples of high school students of class XI Sains. These results indicate that: Implementation of themodel learning through approach of guided discovery method provides a positive contribution to the improvement of creative critical thinking ability of mathematics, attitudes, and activities of students, compared with students who study mathematics with conventional learning. Conclusions of research is through approach of guided discovery method can be used as a model of learning to improve thinking ability critical and creative of mathematics, attitudes and activities of students.

Enhancing Students’ Achievement, Interest and Retention in Chemistry through an Integrated Teaching/Learning Approach

This study concerns the effects of Concept Mapping-Guided Discovery Integrated Teaching Approach on the Learning Style and Achievement of chemistry students. The sample comprised 162 Senior Secondary School (SS 2) students drawn from two Science Schools in Nasarawa State, Nigeria which had equivalent mean scores of 9.68 and 9.49 in their pre-test. Five instruments were developed and validated while the sixth was purely adopted by the investigator for the study, Four null hypotheses were tested at α = 0.05 level of significance. Chi Square analysis showed that there was a significant shift in students’ learning style from Accommodating and Diverging to Converging and Assimilating when exposed to Concept Mapping- Guided Discovery Approach. Also t-test and ANOVA indicated that those who in experimental group achieved and retained content learnt better. Results of the Scheffe’s test for multiple comparisons showed that boys in the Experimental Group performed better than girls. It is therefore concluded that the Concept MappingGuided Discovery Integrated Approach be used in secondary schools to successfully teach electrochemistry. It is strongly recommended that chemistry teachers should be encouraged to adopt this method for teaching difficult concepts.

أثر طريقة الاكتشاف الموجه في تنمية التفكير فوق المعرفي والتحصيل الدراسي في الرياضيات لدى طلبة الصف التاسع الأساسي بمحافظات غزة

One of the important issues is the issue of Meta cognition and how to upgrade the level of Math achievement on the part of students. The present study has focused on finding an answer to the following question: “What is the impact of Guided Discovery Approach in developing Meta cognitive thinking and achievement in Math among 9th Grade students in Gaza Governorates?” Based on this question the following sub-questions can be asked: 1) What is the impact of Guided Discovery Approach in developing Meta cognitive thinking in Math among 9th Grade students in Gaza Governorates?” 2) What is the impact of Guided Discovery Approach in developing achievement in mathematics among 9th Grade students in Gaza Governorates? 3) What is the relationship between meta cognitive thinking and achievement in teaching math to 9th grade students in gaza governorates? In order to answer these queries, the researcher has designed some lessons from 9th grade math textbook (part 1) in order to be taught according to the guided discovery method. The researcher has also prepared an achievement test in addition to getting the criteria or measurement based on meta-cognition. The study was applied on a sample of 76 female students from Al 3aeisheyyeh Basic High school. The sample was divided into an experimental group which studied according to the meta cognitive method and a control group which studied according to the traditional method. The study came up with the following findings: there is a statisttically significant difference between the two groups, in favor of the experimental group, and it has also pointed out that meta cognition and academic achievement are strongly correlated. إن من القضايا الهامة والملحة في عصرنا الحاضر قضية التفكير فوق المعرفي ورفع مستوى التحصيل الدراسي في الرياضيات لدى الطلبة، وهي من النتاجات المرغوبة لدى المجتمع الفلسطيني والتي يتوق لرؤيتها واقعاً حياً في مدارسنا. ومن خلال ذلك، فقد تمثلت مشكلة الدراسة الحالية في السؤال الرئيس الآتي: ما أثر طريقة الاكتشاف الموجه في تدريس الرياضيات على التفكير فوق المعرفي والتحصيل الدراسي لدى طلبة الصف التاسع الأساسي بمحافظات غزة ؟ وقد انبثق عن هذا السؤال الأسئلة الفرعية الآتية: 1) ما فعالية طريقة الاكتشاف الموجه في تدريس الرياضيات على التفكير فيما وراء المعرفة لدى طلبة الصف التاسع الأساسي بمحافظات غزة ؟ 2) ما فعالية طريقة الاكتشاف الموجه في تدريس الرياضيات على التحصيل الدراسي لدى طلبة الصف التاسع الأساسي بمحافظات غزة ؟ 3) ما العلاقة بين التفكير فوق المعرفي والتحصيل الدراسي في الرياضيات لدى طلبة الصف التاسع الأساسي بمحافظات غزة ؟ وللإجابة على الأسئلة السابقة قام الباحث بإعداد دروس وحدة الدائرة من كتاب الصف التاسع الأساسي (الجزء الأول) لكي يتم تدريسها بطريقة الاكتشاف الموجه، كما قام الباحث بإعداد اختبار التحصيل الدراسي في الرياضيات، بالإضافة إلى الحصول على مقياس التفكير فوق المعرفي. وقد تم تدريس وحد الدائرة بطريقة الاكتشاف الموجه، وتطبيق أدوات الدراسة على عينة تكونت من (76) طالبة من مدرسة العائشية الأساسية العليا بالمنطقة الوسطى في قطاع غزة، قسمت إلى مجموعتين إحداهما تجريبية درست بطريقة الاكتشاف الموجه والأخرى ضابطة درست بالطريقة التقليدية. وخلصت نتائج الدراسة إلى وجود فرق ذو دلالة إحصائية في التفكير فوق المعرفي والتحصيل الدراسي في الرياضيات بين المجموعتين لصالح المجموعة التجريبية، كما أظهرت النتائج وجود ارتباط قوي بين التفكير فوق المعرفي والتحصيل الدراسي. وفي ضوء النتائج السابقة أوصت الدراسة بالعديد من التوصيات، كان من أهمها ضرورة توظيف نتائج الدراسة الحالية من قبل القائمين على البرامج التعليمية وتدريب المعلمين في وزارة التربية والتعليم، حيث يوجه الاهتمام إلى ضرورة تفعيل طريقة الاكتشاف الموجه في تدريس الرياضيات، وصولاً إلى المستوى المطلوب من التفكير والتحصيل على حد سواء.