E-guided discovery module for cartesian coordinates topic in junior high school
DOI:
https://doi.org/10.35316/alifmatika.2024.v6i2.137-157Keywords:
Cartesian Coordinates, E-Module, Guided Discovery, Junior High SchoolAbstract
Guided Discovery learning is an approach that actively engages students by allowing them to discover and investigate concepts independently. However, the development of guided discovery integrated with technology, especially on Cartesian coordinates, is still limited and has not been widely explored. likeTherefore, this study explores the ıntegrating guided discovery approach in e-module for cartesian coordinates topıc of junior high school, involving one teacher and 32 students as research subjects. Qualitative data analysis was conducted through documentation and interviews, which were then organized into data reduction, display, and verification steps. The results indicate that the E-Guided Discovery Module effectively enhances students' interest and understanding of mathematical concepts, although several areas require technical and pedagogical improvements. Recommendations for further development include enhancing the user interface, adding interactive features, and developing additional guidance. The E-Guided Discovery Module is an effective tool for improving students' mathematics learning, with the teacher's role being crucial in providing necessary guidance and support.
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References
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Tamarudin, A. (2020). Analisis faktor otentik kesulitan belajar program linier berbasis problem-based learning. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 3(1), 8–14.
Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity, 29, 153–160. https://doi.org/10.1016/j.tsc.2018.07.003
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AlAli, R., Wardat, Y., & Al-Qahtani, M. (2023). SWOM strategy and influence of its using on developing mathematical thinking skills and on metacognitive thinking among gifted tenth-grade students. Eurasia Journal of Mathematics, Science and Technology Education, 19(3). https://doi.org/10.29333/ejmste/12994
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of Learning Module with Setting Contextual Teaching and Learning to Increase the Understanding of Concepts. International Journal of Education and Learning, 1(1), 19–26. https://doi.org/10.31763/ijele.v1i1.26
Fisher, D. (2022). Development of a Guided-Discovery Learning-Based Module to Improve Mathematical Problem-Solving Ability on Quadrangle Materials. Sainstek: Jurnal Sains Dan Teknologi, 14(2).
Hammerman, E. (2006). Becoming a better science teacher: 8 steps to high quality instruction and student achievement. Corwin Press.
Haryati, S. (2012). Research and Development (R&D) sebagai salah satu model penelitian dalam bidang pendidikan. Majalah Ilmiah Dinamika, 37(1), 15.
Higgins, K. N., Crawford, L., Huscroft-D’Angelo, J., & Horney, M. (2016). Investigating student use of electronic support tools and mathematical reasoning. Contemporary Educational Technology, 7(1), 1–24.
Hikmah, S. N., & Maskar, S. (2020). Pemanfaatan aplikasi microsoft powerpoint pada siswa smp kelas viii dalam pembelajaran koordinat kartesius. Jurnal Ilmiah Matematika Realistik, 1(1), 15–19.
Ishartono, N., Juniati, D., & Lukito, A. (2016). Developing mathematics teaching devices in the topic of trigonometry based on guided discovery teaching method. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 1(2), 154–171.
Istuningsih, W., Baedhowi, & Sangka, K. B. (2018). The Effectiveness of Scientific Approach Using E-Module Based on Learning Cycle 7E to Improve Students’ Learning Outcome. International Journal of Educational Research Review, 3(3), 75–85. https://doi.org/10.24331/ijere.449313
King, S. O., & Robinson, C. L. (2009). ‘Pretty Lights’ and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems. Computers & Education, 53(1), 189–199. https://doi.org/10.1016/j.compedu.2009.01.012
Lango, J., & Lede, Y. K. (2022). Analisis Kesalahan Dalam Menyelesaikan Soal Pada Materi Koordinat Kartesius Siswa Kelas VIII SMP Kristen Karuni. Jurnal Edukasi Sumba.
Luthfiani, A., & Yerimadesi, Y. (2022). Effectiveness of e-module based on guided discovery learning on learning outcomes of high school students. Jurnal Pijar Mipa, 17(6), 770–774. https://doi.org/10.29303/jpm.v17i6.4252
Maulidar, N., Yusrizal, Y., & Halim, A. (2016). Pengaruh penerepan model pembelajaran guided discovery terhadap kemampuan pemahaman konsep dan ketrampilan berpikir kritis siswa smp pada materi kemagnetan. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 4(2), 69–75.
Mawaddah, S., & Maryanti, R. (2016). Kemampuan pemahaman konsep matematis siswa SMP dalam pembelajaran menggunakan model penemuan terbimbing (discovery learning). EDU-MAT: Jurnal Pendidikan Matematika, 4(1).
Nasrudin, N., Agustina, I., Akrim, A., Ahmar, A. S., & Rahim, R. (2018). Multimedia educational game approach for psychological conditional. Int. J. Eng. Technol, 7(2.9), 78–81.
Putra, A. P. (2016). Analisis Kesulitan Siswa dalam Penyelesaian Soal Sifatsifat Gradien Bab Persamaan Garis Lurus pada Siswa SMP PGRI Arjosari Kabupaten Pacitan. Maju, 3(1).
Rahmadila, R., Permana, D., & Musdi, E. (2022). Pengembangan Perangkat Pembelajaran Berbasis Problem Based Learning Berbantuan E-Module untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika. JIPM (Jurnal Ilmiah Pendidikan Matematika), 11(1), 26–37.
Ramli, R. (2022). DEVELOPMENT OF DISCOVERY LEARNING-BASED E-MODULES TO IMPROVE CONCEPT UNDERSTANDING ABILITY IN FLAT BUILDING MATERIALS. Indonesian Journal of Multidisciplinary Science, 1(10), 1272–1287.
Rochsun, R., & Agustin, R. D. (2020). The development of e-module mathematics based on contextual problems. European Journal of Education Studies, 7(10).
Sapitri, B. A., Masjudin, M., Pujilestari, P., & Mulianah, M. (2023). Penerapan Pembelajaran Guided Discovery Untuk Meningkatkan Motivasi Dan Pemahaman Konsep Matematika. Reflection Journal, 3(1), 30–42. https://doi.org/10.36312/rj.v3i1.1244
Saumell, V. (2012). Guided discovery for language instruction: A framework for implementation at all levels. Buenos Aires: Person.
Solikin, I. (2018). Implementasi E-Modul pada Program Studi Manajemen Informatika Universitas Bina Darma Berbasis Web Mobile. Jurnal RESTI (Rekayasa Sistem Dan Teknologi Informasi), 2(2), 492–497. https://doi.org/10.29207/resti.v2i2.393
Subekti, F. E., Rochmad, & Isnarto. (2021). Kemampuan Representasi Visual Siswa dalam Memecahkan Masalah Sistem Koordinat Kartesius. Prisma Prosiding Seminar Nasional Matematika, 4.
Subekti, M. A. S., & Prahmana, R. C. I. (2021). Developing Interactive Electronic Student Worksheets through Discovery Learning and Critical Thinking Skills during Pandemic Era. Mathematics Teaching Research Journal, 13(2), 137–176.
Sugianto, D., Abdullah, A. G., Elvyanti, S., & Muladi, Y. (2017). Modul virtual: Multimedia flipbook dasar teknik digital. Innovation of Vocational Technology Education, 9(2). https://doi.org/10.17509/invotec.v9i2.4860
Suwatra, W., Suyatna, A., & Rosidin, U. (2018). Development of Interactive E-Module for Global Warming to Grow of Critical Thinking Skills. International Journal of Advanced Engineering, Management and Science, 4(7), 543–549. https://doi.org/10.22161/ijaems.4.7.7
Tamarudin, A. (2020). Analisis faktor otentik kesulitan belajar program linier berbasis problem-based learning. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 3(1), 8–14.
Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity, 29, 153–160. https://doi.org/10.1016/j.tsc.2018.07.003
Yolanda, D. D. (2020). Pemahaman konsep matematika dengan metode discovery. Guepedia.
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Published
2024-12-15
How to Cite
Permatasari, D., & Herman, T. (2024). E-guided discovery module for cartesian coordinates topic in junior high school. Alifmatika: Jurnal Pendidikan Dan Pembelajaran Matematika, 6(2), 137–157. https://doi.org/10.35316/alifmatika.2024.v6i2.137-157
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