CD Tesis

Pengaruh Model Discovery Learning Terhadap Peningkatan Kemampuan Penalaran dan Disposisi Matematis Peserta Didik SMP di Kabupaten Rokan Hulu

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Mathematics is a very important subject for students to master in order to develop abilities and skills in studying other sciences. Mastery of mathematical knowledge requires good reasoning and focus in making decisions to solve problems. Mathematics and reasoning are inseparably linked. Reasoning can create a very good understanding of mathematical material and understanding mathematical material requires mathematical reasoning abilities. However, the results of the preliminary study gave unsatisfactory results, namely that students' mathematical reasoning abilities were still relatively low. In addition, mastering mathematics not only requires cognitive skills, but also affective skills. One of the affective skills that researchers want to develop is mathematical disposition. Mathematical disposition is an individual's attitude towards viewing mathematics, which will display behavior of curiosity, perseverance, self-confidence and interest in mathematics. After conducting a preliminary study, it was found that the students' mathematical disposition was also relatively low. These results show that there are still many students who do not have a positive view of mathematics, meaning that students do not understand the role of mathematics in life. This is the cause of students' lack of interest in mathematics, so that it will affect students' abilities in mathematical reasoning and also academic achievement at school. One alternative that can be done to improve students' reasoning abilities and mathematical disposition is to use the Discovery Learning model.
The objectives of this research are: Describe the significant differences in mathematical reasoning abilities between students who take part in discovery learning and students who take part in learning with a scientific approach in terms of overall and KAM (high, medium and low); Analyzing students who took part in learning using the discovery learning model, there was an increase in mathematical reasoning abilities compared to students who took part in learning with a scientific approach; Describe the significant differences in disposition between students who take part in learning through discovery learning and students who take part in learning with a scientific approach in terms of overall and KAM (high, medium and low); and Analyzing students who take part in learning using the discovery learning model, there is an increase in dispositional abilities compared to students who take part in learning with a scientific approach.
This research is a quasi-experimental research with a research design, namely Nonequivalent Pretest-Posttest Control Group Design. The population in this study was all class VIII junior high schools in Rokan Hulu Regency and a sample of 90 students spread across three schools. The instruments in this research are learning tools, namely syllabus, RPP, LKPD in accordance with the discovery learning model. Data collection instruments include test questions in the form of description questions prepared based on KPM indicators and questionnaires. The instrument used has passed the validation stage by several validators and was declared valid.
Hypothesis test results show that there is a significant difference in improvement in mathematical reasoning abilities between experimental class and control class students in terms of overall and KAM (high, medium and low). The results of the data analysis of the mathematical reasoning ability test showed that the average N-Gain score for the experimental class with medium criteria was 0.57, while the average score for the control class with the low category was 0.29. The increase in students' mathematical reasoning abilities using the discovery learning model is greater than that of students who use learning with a scientific approach. The hypothesis results also state that there is a significant difference in improvement in mathematical reasoning abilities between experimental class and control class students in terms of high, medium and low KAM. The average N-Gain value of the control class of high, medium and low KAM students is 0.24; 0.30 and 0.29. The average N-Gain value for the experimental class of high, medium and low KAM students was 0.67; 0.58 and 0.46.
Hypothesis test results show that there is a significant difference in improvement in dispositional abilities between experimental class and control class students in terms of overall and KAM (high, medium and low). The results of data analysis on the distribution of mathematical disposition questionnaires show that the average N-Gain value for the experimental class with medium criteria is 0.31, while the average value for the control class with the low category is 0.19. The increase in students' mathematical disposition using the discovery learning model is greater than students who use learning with a scientific approach. The hypothesis results also state that there is a significant difference in improvement in mathematical disposition between experimental class and control class students in terms of high, medium and low KAM. The average N-Gain value of the control class of high, medium and low KAM students respectively is 0.15; 0.15 and 0.26. The average N-Gain value for the experimental class of high, medium and low KAM students was 0.27; 0.11 and 0.35.
The conclusion of the research is that there is a significant difference in mathematical reasoning abilities between students who take part in discovery learning and students who take part in learning with a scientific approach in terms of overall and KAM (high, medium and low); Students who take part in learning using the discovery learning model have an increase in mathematical reasoning abilities compared to students who take part in learning with a scientific approach; There is a significant difference in disposition abilities between students who take part in learning through discovery learning and students who take part in learning with a scientific approach in terms of overall and KAM (high, medium and low); and Students who take part in learning using the discovery learning model have an increase in dispositional abilities compared to students who take part in learning with a scientific approach.

Keywords: Discovery Learning, Mathematical Reasoning Ability, Disposition

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2110246941

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Fisika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

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Klasifikasi

2110246941

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

FISIKA

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Pernyataan Tanggungjawab

Jaka

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