Differences in the Ability to Understand Mathematical Concepts of Students Taught by Using Guided Discovery Learning and Contextual Teaching and Learning Models Assisted by Autograph Software Viewed from Student Learning Styles

Rosauli Novalina Samosir^1, , Pargaulan Siagian¹ and Humuntal Banjarnahor¹

¹Universitas Negeri Medan, Jalan Willem Iskandar Pasar V Medan Estate, Indonesia

Cite this paper:
Rosauli Novalina Samosir, Pargaulan Siagian and Humuntal Banjarnahor. Differences in the Ability to Understand Mathematical Concepts of Students Taught by Using Guided Discovery Learning and Contextual Teaching and Learning Models Assisted by Autograph Software Viewed from Student Learning Styles. American Journal of Educational Research. 2019; 7(11):830-836. doi: 10.12691/education-7-11-12

Abstract

This study aims to determine (1) whether the ability to understand mathematical concepts of students taught by Guided Discovery Learning (GDL) assisted by Autograph Software is higher than students taught by Contextual Teaching and Learning (CTL) assisted by Autograph Software, (2) whether the ability students' understanding of mathematical concepts in the convergent learning style group is higher than that of the divergent learning style group. This type of research is a quasi-experimental study with a research population of all grade X students of Parulian 1 Medan Private High School. This study uses 2x2 two-way ANAVA. Then proceed with the t test to see whether the two groups differ significantly. Based on the t test statistical calculations and confirmed with spss, it can be concluded that (1) The ability to understand mathematical concepts of students taught by Guided Discovery Learning (GDL) assisted by Autograph Software is higher than students taught by Contextual Teaching and Learning (CTL) with Software Autograph, (2) The ability to understand students' mathematical concepts in the convergent learning style group is higher than that of the divergent learning style group.

Keywords:
contextual teaching and learning guided discovery learning concept understanding ability autograph software

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Hasratuddin, S., Siregarn N., Banjarnahor,H, Weakness Analysis Learning Mathematics Junior High School in Medan. International Journal of Mathematics, 2019, Vol. 02, Issue 08.
[2]	Minarni, A., Napitupulu, E.E. & Husein, R, Mathematical Understanding and Representation Ability Of Public Junior High School in North Sumatra, Journal on Mathematics Education. Medan, 2016, Vol.7, No.2.
[3]	Fuadi, I., Minarni, A., Banjarnahor, H, Analysis of Students’s Mathematical Problem Solving Ability in IX Grade at Junior High School Ar-Rahman Percut Sei Tuan, International Journal of Novel Reasearch in Education and Learning, 2017, Vol .4, Issue 2.
[4]	Hidayat, R., Iksan, Z.H, The Effect of Realistic Mathematic Education on Students’s Conceptual Understanding of Linear Progamming, Creative Education, 2015, Vol 6.
[5]	Banjarnahor, H., Hutabarat, W., Sibuea, A.M., Situmorang, M., Job Satisfaction as a Mediator between Directive and Participatory Leadership Styles toward Organizational Commitment, International Journal of Instruction, 2018, Vol.11, No.4.
[6]	Banjarnahor, H, An Association with the Participative Leadership Style Influence on Job Satisfaction and Affective Commitment and Continuous head Junior High School in the City of Medan. World Journal of Education Research, 2017, Vol.4, No.1.
[7]	Banjarnahor, H, Locus of Control Type Impact within Instructor’s Behavioral Style and Students’Job Satisfaction in Completing Thesis at Faculty of Mathematics and Natural Science in Medan State University. International Journal of Sciences: Basic and Applied Research (IJSBAR), 2015, Vol.21, No.2.
[8]	Astuti, D, Peningkatan Kemampuan Pemecahan Masalah Matematis Dan Kemampuan Berpikir Kritis Siswa SMA Negeri 1 Air Joman Melalui Pembelajaran Penemuan Terbimbing, Program Pascasarjana UNIMED, Medan, 2015.
[9]	Trianto, Mendesain Model Pembelajaran Inovatif-Progresif, Kencana, Jakarta, 2009.
[10]	Kolb, A.Y. & Kolb, D.A, The Kolb Learning Style Inventory 4.0 (A Comprehensive Guide to the Theory, Psychometrics, Research on Validity and Educational Applications). Experience Based Learning Systems, Inc, 2013.
[11]	Syahputra, E, Statistika Terapan, Unimed Press, Medan, 2016.
[12]	Pasaribu, E.Z., Surya, E. & Syahputra, E, Peningkatan Kemampuan Pemahaman dan Disposisi Matematis Siswa Melalui Model Pembelajaran Penemuan Terbimbing di MTsN 1 PadangSidimpuan, PARADIKMA, 2016, Vol.9, No.2.
[13]	Yuliani, K. & Saragih, S, The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Students at Islamic Junior High School of Medan. Journal of education and Practice, 2015, Vol.6, No.24.
[14]	Yang, E. F.Y. & Liao, C.C.Y., Ching, E., Chang, T. & Chan, T.W, The Effectiveness Of Inductive Discovery Learning In 1: 1 Mathematics Classroom. Proceedings Of The 18th International Conference On Computers In Education, 2010.
[15]	Pasaribu, L.H, Penerapan Model Pembelajaran Kooperatif Tipe STAD Berbantuan Software Autograph Untuk Meningkatkan Kemampuan Komunikasi, S I G M A, 2017, Vol.3, No.2.
[16]	Risdianto, H., Karnasih, I. & Siregar, H, The Diffrence of Enhancement Mathematical Problem Solving Ability and Self-Efficiency SMA with MA Students IPS Program Through Guided Inquiry Learning Model Assisted Autograph Software in Langsa. Jurnal Pendidikan Matematika, Vol.6, No.1.