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

Suratno, Joko; Tonra, Wilda Syam; Ardiana,

doi:10.1063/1.5139851

Cited by 13 publications

(18 citation statements)

References 4 publications

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“…In its implementation, teachers are required to accompany students by providing references or inputs that help students in solving problems. In addition, the use of discovery learning helps students to learn independently and not depend on the teacher (Suratno et al, 2019). This is in accordance with the learner-centered principle where students become the center of learning and teacher as the facilitator of students' learning process (Naibaho, 2019).…”

Section: Findings and Discussionmentioning

confidence: 62%

The Use of Discovery-Based Learning to Encourage Students’ Motivation in Classroom

Widana

Handayani

2022

TATEFL

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The students’ motivation in learning English is very important, due to English language mastery. Besides, the teacher needs an effective learning method, to encourage the students’ motivation in the learning process. This research aims to analyze the use of Discovery-based Learning to encourage students’ activeness in the classroom. This research was an experiment. The instrument used in this study were observation sheet and motivation questionnaire. The results of this research showed that the use of discovery-based learning in the classroom is very effective to engage the learners’ motivation to participate actively in the classroom. The mean score of motivation is achieved in posttest (4.17) compared to pretest (3.81). From the result of t test, the value of Sig. (2-tailed) is .041 which is lower than .05. The application of discovery-based learning is focused on student-centered activity, so that the learners can be more active in the learning process. In other words, the application of discovery-based learning is very appropriate to encourage the students’ motivation to participate actively in the classroom.

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Section: Findings and Discussionmentioning

confidence: 62%

The Use of Discovery-Based Learning to Encourage Students’ Motivation in Classroom

Widana

Handayani

2022

TATEFL

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“…While the observers agreed that utilizing such an ECM method was effective, it was suggested that in presenting the group output, each of the groups must show their synthesis to the class so that the teacher can validate the students' understanding and can clear students' misconceptions especially that there is a group who had a hard time concluding. With the teacher as facilitator, guided discovery learning would allow students to express themselves not just orally but they will be equipped in written mathematical communication [29].…”

Section: Strategizing With Ecm Provides Opportunities To Engage In De...mentioning

confidence: 99%

Example–conclusion map in teaching simple interest: A lesson study

Ngiwas

Mariano

Barsana

et al. 2022

IJERE

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<span>This study investigated the utilization of example-conclusion map (ECM), a tool in teaching simple interest to senior high school in a university in the Philippines. With the purpose of presenting the topic in a more relevant way to learners under the Accountancy and Business Management strand, the researchers engaged in a lesson study. The following issues emerged: i) Contextualizing ECM links the topic to real life problems; and ii) Strategizing with ECM provides opportunities to engage in deep and meaningful thinking given an otherwise technical/mechanical topic. Students were able to deduce conclusions and create their own examples. The learners were given the opportunities to discover the formula and establish how simple interest is computed through the collaboration. Through the facilitation of the teacher using ECM as a pedagogy, substantive conversations and clear understanding of the topic were evident. Contextualized examples in teaching simple interest still needed to be improved. It is concluded that teaching simple interest through ECM is effective. It also facilitates a transformative topic that will not just underpin concepts on computations and algorithms, but utilize critical thinking skills to analyze profound issues the community deals with like issues on social justice, loaning, and investing.</span>

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“…All skill indicators in SCS must be developed in an integrated manner [2]. Currently, the development of SCS in Indonesia is still focusing on improving communication skills indicators [3]- [5]. However, even though the development of communication skills is consistently carried out, students still have difficulty improving communication skills [3], [4], [6].…”

Section: Introductionmentioning

confidence: 99%

Reviewing of Indonesian students’ scientific communication skills: A structural equation modeling analysis

Khoiriah

Suyatna

Abdurrahman

et al. 2023

IJERE

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<span lang="EN-US">To ensure the success of science learning oriented to higher order thinking skills, especially scientific communication skills (SCS), valid and effective instruments are needed. The existing instruments, although helpful, are still too general and have not touched the socio-cultural context. Therefore, we developed an instrument to measure SCS according to the characteristics of students in Indonesia. This study tested the validity, reliability and assumptions of the hypothetical model of the scientific communication skills inventory (SCSI) instrument developed. This study involved 1,287 students in Indonesia. The test was carried out through confirmatory factor analysis with structural equation modelling (SEM) using AMOS version 21. The results of the analysis show that the reliability of the instrument based on Cronbach’s alpha coefficient is 0.720. The convergent validity test detected one item of the oral presentation indicator as invalid and the discriminant validity test confirmed that all instrument items were declared valid. The goodness of fit test shows all scores according to the recommended standard criteria so that SCSI can be used to identify the SCS ability profile of students in Indonesia. For further research, we recommend the development of a learning model that prioritizes the context of social issues to grow students’ SCS.</span>

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

Cited by 13 publications

References 4 publications

The Use of Discovery-Based Learning to Encourage Students’ Motivation in Classroom

The Use of Discovery-Based Learning to Encourage Students’ Motivation in Classroom

Example–conclusion map in teaching simple interest: A lesson study

Reviewing of Indonesian students’ scientific communication skills: A structural equation modeling analysis

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