INFLUENCE OF GUIDED DISCOVERY METHOD ON MATHEMATICAL COMMUNICATION SKILL OF JUNIOR HIGH SCHOOL STUDENT

Maria Wati Sitorus, Frida Marta Argaretha, Tetty Natalia Sipayung
2018 Jurnal Daya Matematis  
This study aims to know are (1) the influence of guided discovery method on students' mathematical communication ability; (2) whether students' mathematical communication skills taught by guided discovery methods are higher than those taught by expository methods; (3) the active activities of students taught by guided discovery methods. Sources of data in this study are students of class VII SMPN 1 Patumbak. Class VII-8 as a class of experiments are 30 people and class VII-6 as a control class
more » ... as a control class are 32 people. Based on the analysis of research data, obtained the following results: (1) the results of analysis and regression obtained that the influence of guided discovery method has a positive effect with correlation coefficient 0.831 and coefficient of determination of 69%; (2) the result of t test analysis with t count = 4.30 and t table = 1.67 which means t count > t table , Ho is rejected which means mathematical communication ability of students who are taught by guided discovery method higher than students taught by method expository; (3) Based on the average level of students' active activity with guided discovery method at each meeting in phase-1 is 13.33%, phase 2 is 22.9%, phase-3 is 15.52%, phase-4 is 16.01%, phase-5 is 7.2%. This shows that with guided discovery method and ideal time tolerance limit the student's active activity is seen and support the mathematics learning process in the set material. So it can be concluded that guided discovery method affects the students' mathematical communication ability. PENDAHULUAN Pendidikan memegang peranan penting dalam kehidupan manusia. Pendidikan adalah sarana dan alat yang tepat dalam membentuk masyarakat dan bangsa yang dicita-citakan, yaitu masyarakat yang berbudaya dan cerdas. Salah satu mata pelajaran yang penting dalam dunia pendidikan adalah matematika. Karena dalam kehidupan sehari-hari tidak terlepas dari asas yang dipelajari dalam matematika. Sejalan dengan hal itu Widyastuti (2015: 52) menyatakan ada lima aspek pembelajaran umum matematika yang dirumuskan oleh Nacional Council of Teachers of Mathematic (NCTM) menggariskan peserta didik harus mempelajari matematika melalui pemahaman dan aktif membangun pengetahuan yang dimiliki sebelumnya. Untuk mewujudkan hal itu, pembelajaran matematika dirumuskan lima tujuan umum yaitu: (1) belajar untuk berkomunikasi; (2) belajar untuk bernalar; (3) belajar untuk memecahkan masalah; (4) belajar untuk mengaitkan ide; (5) pembentukan sikap positif terhadap matematika. Namun, pada kenyataannya hasil belajar matematika siswa tidak seperti yang diharapkan. Berdasarkan data Kemendikbud, pada pelaksanaan Ujian Nasional (UN) SMP pada pelajaran matematika tahun 2015 nilai rata-UN siswa SMP sebesar
doi:10.26858/jds.v6i1.5593 fatcat:swupuaqvufcuhp3nvtg2ahgeum