Open AccessComparison of Mathematic Communication Ability Through Problem Based Learning And Guided Discovery
Author(s) -
W. Wandari,
F. Fardillah
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1764/1/012116
Subject(s) - class (philosophy) , test (biology) , mathematics education , computer science , communication skills , sample (material) , population , discovery learning , artificial intelligence , mathematics , medical education , medicine , paleontology , chemistry , demography , chromatography , sociology , biology
This study aims to examine differences in improvement in mathematical communication skills between students who obtain problem-based learning models and students who obtain guided discovery models, examine differences in mathematical communication skills improvement in terms of KAM level (initial mathematical ability), examine interactions between the two learning models and levels KAM students in improving mathematical communication skills of students who learn through problem-based learning models and guided discovery models. This research is a quasi-experimental study with a population of all eighth grade students in one of the state junior high schools in Tasikmalaya. The sample of this research is class VIII E and VIII G as many as 72 students. To obtain data in this study used an instrument in the form of a mathematical communication ability test. Data analysis was performed quantitatively using the t-test and the two-way Anova test. The results showed that: (1) there was no difference in the increase in mathematical communication skills between students who obtained problem-based learning models and students who obtained guided discovery models; (2) improvement of students’ mathematical communication skills in the two lessons are both in the medium classification category; (3) there is no difference in the improvement of mathematical communication skills between students who take learning with problem based learning models and students who take learning with guided discovery models in terms of KAM; (4) there is no interaction effect between the two learning models and KAM level of students in improving students’ mathematical communication skills.