Application of discovery learning model to improve mathematics knowledge competence
Keywords:
competence, discovery learning, knowledge competency, learning model, remedialAbstract
This study aims to improve the competence of mathematics content knowledge of grade II A students of SD No. 5 Dalung for the 2020/2021 school year by applying the Discovery Learning learning model. The subjects of this study were students of grade V SD No. 5 Dalung, totaling 26 students. This research was conducted in two learning cycles, with the stages in each cycle being planning, executing an action, observing and evaluating, and reflecting. The results of knowledge competencies were analyzed descriptively by determining the class average value and learning completeness. The results of the analysis showed that there was an increase in the average score of competence in the knowledge of Mathematics content, namely 57.69 cycles I and cycle II to 80.96 with 58% completeness in cycle I and cycle II to 100%. In general, this PTK can answer questions that have been formulated and can achieve the expected goals. This can be seen from the fulfillment of the specified criteria, namely the competence of students' knowledge at the end of the second cycle has met the KKM.
Downloads
References
Aqib, Z. (2006). Penelitian tindakan kelas.
Becerra-Fernandez, I. (2000). The role of artificial intelligence technologies in the implementation of people-finder knowledge management systems. Knowledge-Based Systems, 13(5), 315-320. https://doi.org/10.1016/S0950-7051(00)00091-5
Elliot, J. (1982). Developing Hypothesis abot Classroom from Teachers Practical Constructs: an Account of the Work of the Ford Teaching Project. The Action Research Reader Geelong Vcitoria: Deakin University.
Ghasemaghaei, M. (2019). Does data analytics use improve firm decision making quality? The role of knowledge sharing and data analytics competency. Decision Support Systems, 120, 14-24. https://doi.org/10.1016/j.dss.2019.03.004
Hanafi, N., & Soepriyanti, H. (2018). The implementation of discovery learning and scientific learning approaches and students perspective in curriculum 2013. International research journal of engineering, IT & scientific research, 4(4), 40-46.
Hopkins, D. (2008). A teacher’s guide to classroom research. McGraw-Hill.
Kemmis, S., & McTaggart, R. (1988). The action research planner.. Victoria: Deakin University.
Kuensting, J., Kempf, J., & Wirth, J. (2013). Enhancing scientific discovery learning through metacognitive support. Contemporary Educational Psychology, 38(4), 349-360. https://doi.org/10.1016/j.cedpsych.2013.07.001
MacWhinney, B., & Leinbach, J. (1991). Implementations are not conceptualizations: Revising the verb learning model. Cognition, 40(1-2), 121-157. https://doi.org/10.1016/0010-0277(91)90048-9
Metcalfe, J., & Kornell, N. (2005). A region of proximal learning model of study time allocation. Journal of memory and language, 52(4), 463-477. https://doi.org/10.1016/j.jml.2004.12.001
Mubarak, W. I. (2011). Promosi kesehatan untuk kebidanan. Jakarta: Salemba Medika, 38, 1-127.
Notoatmodjo, S. (2010). Metodologi penelitian kesehatan.
Rieber, L. P., Tzeng, S. C., & Tribble, K. (2004). Discovery learning, representation, and explanation within a computer-based simulation: Finding the right mix. Learning and instruction, 14(3), 307-323. https://doi.org/10.1016/j.learninstruc.2004.06.008
Shadiq, F. (2014). Pembelajaran Matematika: Cara Meningkatkan Kemampuan Berpikir Siswa. Yogyakarta: Graha Ilmu.
Syah, M. (2004). Psikologi Pendidikan dengan Pendekatan Baru, Remaja. Bandung: Rosdakarya.
Wayan, N. Sunartana. (1992). Evaluasi Hasil Belajar.
Published
How to Cite
Issue
Section
Copyright (c) 2020 International research journal of engineering, IT & scientific research
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Research Journal of Engineering, IT & Scientific research (IRJEIS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IRJEIS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IRJEIS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IRJEIS volumes 6 onwards. Please read about the copyright notices for previous volumes under Journal History.