IMPLEMENTATION OF THE DISCOVERY LEARNING MODEL TO IMPROVE STUDENTS' UNDERSTANDING ABILITIES OF FRACTIONS IN GRADE IV
Abstract
The background of this study is the lack of students' mathematical conceptual understanding based on pre-research results. A conceptual understanding test on fractions showed that only 40% of students achieved the maximum score. The purpose of this study was to determine the improvement in students' conceptual understanding after the discovery learning model was implemented on fractions. The research method used was quantitative, and this was an experimental study with a one-group pretest-posttest design. The population and sample size were 25 students. The sample was selected using a non-probability sampling technique. The instruments used in this study were a mathematical conceptual understanding test and a student response questionnaire. Data analysis techniques used in this study were a dependent t-test with a significance level of 0.05 and an N-Gain test. The results showed a difference in students' conceptual understanding before and after the discovery learning model was implemented on fractions in fourth grade. Therefore, students' mathematical conceptual understanding significantly improved after the discovery learning model was implemented on fractions. The increase in students' mathematical conceptual understanding based on the N-Gain score was mostly in the moderate category, namely around 60%. While the remaining 40% were in the high category, including the high category, indicating that the discovery learning model is effective when applied to fraction material
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