Download fulltext HTML
Prasetyowati, D., ., R., & ., K. (2022). The Effect of Video-assisted Discovery Learning Model on Junior High School Students’ Mathematical Communication. KnE Social Sciences, 7(14), 204–212. https://doi.org/10.18502/kss.v7i14.11969

https://doi.org/10.18502/kss.v7i14.11969

statistics

  • 304 Abstract Views
  • 147 PDF Views
  • 0 HTML Views

authors

  • Dina Prasetyowati

    Dina Prasetyowati

    Prodi Pendidikan Matematika, Universitas PGRI Semarang, Indonesia
  • Rasiman .

    Rasiman .

    Prodi Pendidikan Matematika, Universitas PGRI Semarang, Indonesia
  • Kartinah .

    Kartinah .

    Prodi Pendidikan Guru Sekolah Dasar, Universitas PGRI Semarang, Indonesia

Published Date

  • Sep 28, 2022

The Effect of Video-assisted Discovery Learning Model on Junior High School Students' Mathematical Communication

KnE Social Sciences / 4th International Conference on Education and Social Science Research (ICESRE) / Pages 204–212

Abstract

This study determines the effect of video-assisted Discovery Learning on the mathematical communication skills of junior high school students. The research sample was determined by cluster random sampling of the seventh-grade students of SMP Negeri 29 Semarang, Indonesia. The research data were analyzed using a two-way analysis of variance (ANOVA), continued with the Scheffe test. The results showed that: (i) the Discovery Learning model assisted by video learning had a significant effect on the mathematical communication abilities of students (F = 11,926; P = 0.05); (ii) there were differences in the mathematical communication ability between students using the Discovery model and those using conventional models (F = 9,729; P = 0.05); and (iii) there were differences in the mathematical communication skills of students watching instructional videos and those who did not (F = 8,592; P = 0.05). The authors conclude that the Discovery Learning model assisted by instructional videos is more effective and has a significant effect on the mathematical communication abilities of secondary high school students.


Keywords: instructional video, Discovery Learning effectiveness, mathematical communication

References
[1] Wahyumiarti W, Kusmayadi TA, Riyadi R. Kemampuan komunikasi matematis siswa ditinjau dari intelligence quotient pada Siswa SMA negeri 6 surakarta. Journal of Mathematics and Mathematics Education 201;5(1):72–82.

[2] National Council of Teacher of Mathematics. Executive summary principles and standards for school mathematics. Reston: National Council of Teacher of Mathematics; 2000.

[3] Fuson KC. Relating math words, visual images, and math symbols for understanding and competence. International Journal of Dissabilitiy, Development, and Education. 2019;66(2); 119-132.

[4] Vale I, Barbosa A. The importance of seeing in mathematics communication. Journal of the European Teacher Education Network. 2017;12:49–63.

[5] Woolfitt Z. The effective use of video in higher education. Holland University of Applied Sciences; Netherland; 2015.

[6] Kearney M, Schuck S. Authentic learning through the use of digital video. Proceedings of the Australian Computers in Education Conference, Adelaide. Au W, White B, editors. 2004; Sydney-Australia. Available from: http://www.eddev. uts.edu.au/teachered/ research/ dvproject/pdfs/ACEC2004.pdf

[7] Loveless AM. Literature review in creativity, new technologies and learning. HAL Open Science; France. Available from: https://telearn.archives-ouvertes.fr/hal- 00190439/document

[8] Goldfarb B. Visual pedagogy: Media cultures in and beyond the classroom. Durham: Duke University Press; 2002.

[9] Uno HB, Lamatenggo N. Teknologi komunikasi dan informasi pembelajaran. Jakarta: Bumi Aksara; 2010.

[10] H.L. Kirkorian, E.A. Wartella, and D.R. Anderson, “Media and young children’s learning,.” The Future of children. vol. 18, no. 1, pp. 39–61, 2008.

[11] Fitri M, Derlina R. Pengaruh model pembelajaran discovery learning terhadap hasil belajar siswa pada materi pokok suhu dan kalor. Jurnal Inpafi. 2014;3(1985):1308–14.

[12] Lestari KE, Yudhanegara MR. Penelitian pendidikan matematika. Bandung: PT Refika Aditama; 2017.

[13] Darmawan D, Wahyudin D. Model pembelajaran di sekolah. Bandung: PT Remaja Rosdakarya; 2018.

[14] Sudjana S. Metoda statistika. Bandung: Tarsito; 2012.

[15] Sukardi I, Wigati I, Masripah I. Pengaruh metode pembelajaran discovery learning terhadap hasil belajar siswa pada mata pelajaran biologi kelas VII di MTs patra mandiri plaju palembang. Bioilmi: Jurnal Pendidikan; 2015;1(1):22–29.

[16] Siagian S, Mursid M, Wau Y. Development of interactive multimedia learning in learning instructional design. Journal of Education and Practice. 2014;5(32):44-50.

[17] Nielson K, González-Lloret M. Effective online foreign language courses: Theoretical framework and practical application. The Eurocall Review. 2010;17:29–35.

[18] Noëlle LM, Hampel R. Online communication in language learning and teaching. Basingstoke: Palgrave Macmillan; 2007.

[19] Rosarina G, Sudin A, Sujana A. Penerapan model discovery learning untuk meningkatkan hasil belajar siswa pada materi perubahan wujud benda. Jurnal Pena Ilmiah. 2016;1(1):371–80.

[20] Mutmainna M, Ferawati F. Komparasi hasil belajar fisika melalui metode discovery learning dan assignment and recitation. Jurnal Pendidikan Fisika. 2015;3(1):46–51.

[21] Khan S. The one world schoolhouse: Pendidikan kelas dunia untuk siapapun di manapun (I). Jakarta: Penertbit Noura Books; 2013.

[22] B. Abramovitz, M. Berezina, A. Berman, and L. Shvartsman, “A Blended Learning Approach in Mathematics.,” In: Teaching Mathematics Online. pp. 22–42. IGI Global (2012).