Student’s Self-Confidence Change Through the Application of the Guided Discovery Learning Model

Abstract

This study aims to describe student self-confidence change by applying the Guided Discovery Learning (GDL) model in the solid geometry course. This type of research is quantitative descriptive. The subject of this study was one class of the Mathematics Education Study Program at one university in Yogyakarta, Indonesia. The subject was one clash which randomly selected, consisting of 58 students. The instruments used in this study were self-confidence questionnaires, learning achievement tests, and critical thinking skills tests. All of these instruments were used in pretest and post-test. The results show that by applying the GDL model in the solid geometry course, the self-confidence of 60.34% of students is increased, 0,34% of self-confidence remained, and 29.32% of self-confidence did not reach the minimum completeness criteria and even tended to decrease. Based on the analysis of the results of learning achievement tests and critical thinking skills on the material about solid geometry, it can be seen that students whose self-confidence increases and remains after the application of GDL are students who have high test scores. Meanwhile, students whose self-confidence decreased after implementing the GDL were students who had low test scores. It shows that the GDL is more suitable for students with moderate or high intelligence and less suitable for students with less intelligence. Self-confidence is identical to the indicator of the growth mindset. So, the level of self-confidence takes part in a person's growth mindset, where the growth mindset affects a person's success at various things in life.

The Effect of Motivation on Increasing Students’ Cognitive Ability Through Guided Discovery Learning

“…Nurse learner is more motivated to learn with some challenges during the implementation of SDL (Jooste, 2016). GDL is also considered more suitable for students with moderate or high intelligence and less suitable for students with less intelligence, where the growth mindset affects a person's success in various things in life (Imawan & Ismail, 2022). MRS (motivational regulation strategies) can also be an alternative to increase not only student involvement in learning but also students' effort and consistency in pursuing learning and, ultimately, better learning outcomes as well.…”

“…The provision of Guided Discovery Learning worksheets can help cognitive and psychomotor students in independent learning, where this worksheet can guide students in independent learning as a substitute for lecturer guidance. In general, the steps of learning activities in the GDL model are (1) Stimulation (providing information stimulation); (2) A statement of the problem (problem identification); (3) Data collection; (4) Data processing; (5) Verification (check again); and ( 6) Generalization (making conclusions) (Imawan & Ismail, 2022).…”

The Effect of Self-Confidence Reinforcement on Changes in Students’ Cognitive Ability in Collaborative Learning

“…On the other hand, teachers' beliefs and confidence and their attitudes towards education are positive values and have a significant relationship with teacher performance (Yada et al, 2022). The level of self-confidence plays a role in a person's growth mindset, where the growth mindset affects a person's success in various things in life (Imawan & Ismail, 2022). In the field of sports, different image training patterns are beneficial for efficient learning for young athletes under certain circumstances which will improve sports performance, self-confidence, and reduce state anxiety levels (Chien et al, 2022).…”