Penerapan Model Guided Discovery Learning Untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa Kelas VII-1 SMP Negeri 2 Bunut

Astuti, Sri Puja (2019) Penerapan Model Guided Discovery Learning Untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa Kelas VII-1 SMP Negeri 2 Bunut. Other thesis, Universitas Islam Riau.

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Abstract

This study aims to improve the learning process and improve students' mathematical understanding ability by applying a guided discovery learning model. The research subjects were students of class VII-1 in SMP Negeri 2 Bunut which numbered 18 people. The form of this research is Classroom Action Research (CAR). The study consisted of two cycles. Data collection techniques were carried out with observation sheets and mathematical comprehension ability test techniques. Observation techniques were carried out with observation sheets which were analyzed descriptively qualitatively, while the mathematical comprehension ability tests were carried out through daily tests or Mathematical Understanding Ability Tests (TKPM) each analyzed quantitatively by analyzing the average score of the ability to understand each indicator and analysis of mathematical comprehension skills by comparing scores before actions and after actions. The results of the study showed an increase in the ability of mathematical understanding of students of class VII-1 Bunut 2 Public Middle School. This can be seen from the average score of students' mathematical comprehension abilities which experienced an increase of (0.97) in the base score increasing to (1.9) at TKPM I then becoming (2.25) at TKPM II. The learning process shows improvement, students are increasingly enthusiastic in following the learning process, but the problem that occurs is that time is often lacking in the learning process. So it can be concluded that the application of the guided discovery learning model can improve the learning process and improve the ability of mathematical understanding of class VII-1 students of SMP Negeri 2 Bunut in the even semester of the 2018/2019 academic year.

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