The Effect of Video-assisted Discovery Learning Model on Junior High School Students' Mathematical Communication

Abstract

This study determines the effect of video-assisted Discovery Learning on the mathematical communication skills of junior high school students. The research sample was determined by cluster random sampling of the seventh-grade students of SMP Negeri 29 Semarang, Indonesia. The research data were analyzed using a two-way analysis of variance (ANOVA), continued with the Scheffe test. The results showed that: (i) the Discovery Learning model assisted by video learning had a significant effect on the mathematical communication abilities of students (F = 11,926; P = 0.05); (ii) there were differences in the mathematical communication ability between students using the Discovery model and those using conventional models (F = 9,729; P = 0.05); and (iii) there were differences in the mathematical communication skills of students watching instructional videos and those who did not (F = 8,592; P = 0.05). The authors conclude that the Discovery Learning model assisted by instructional videos is more effective and has a significant effect on the mathematical communication abilities of secondary high school students.
 Keywords: instructional video, Discovery Learning effectiveness, mathematical communication