Meta–Analysis: The Effect of the Discovery Learning Model on Mathematics Learning Outcomes
Main Article Content
Abstract
The purpose of this study was to examine the effect of the Discovery Learning model on mathematics learning at all levels, using 27 articles. This study uses a quantitative meta-analysis approach, collecting as many articles as possible to determine which are suitable for use. The data collection technique involved searching for references to articles or electronic journals using Google Scholar and PoP (Publish or Perish). The search for this article was also conducted with certain criteria, such as the journal's period of no more than ten years, or in other words, it had to be published within the last ten years. Afterward, this research was also coded and analyzed statistically. The results of the research prove the link between Discovery Learning and the process of learning mathematics. This is evidenced by the results of the analysis under hypothesis 1 (H0), namely, "Does the average effect size present the intervention of each learning model in high school all significantly different and discover zero?" Based on the results described earlier, H0 is rejected. Then, it is obtained that there is an average effect size representing the intervention of each Discovery Learning model across all levels of education, with p-value = 0.561 > 0.05. According to the results of this calculation, H1 is accepted, indicating no difference in the magnitude of the influence of the discovery learning model on mathematics learning. In addition to education level, the impact of categories based on publication sources and the number of meetings in this study was not particularly influential: for publication sources, p-value = 0.214 > 0.05, and for the number of meetings, p-value = 1.000 > 0.05. In other words, these two categories do not have a major influence on learning mathematics. Whereas in this study, categories based on the year of research show major differences that affect the discovery learning model in learning mathematics, as p-value = 0.000 <0.05. This is why this research took various years to publish in previous articles.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial — You may not use the material for commercial purposes.
-
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
References
Anjarwati, D., Juandi, D., Nurlaelah, E., & Hasanah, A. (2022). Studi meta-analisis: Pengaruh model discovery learning berbantuan geogebra terhadap kemampuan berpikir kritis matematis siswa. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(3), 2417–2427. https://doi.org/10.31004/cendekia.v6i3.1506
Ardiansyah, Kamal, Dian Kurniati, Dinawati Trapsilasiwi, & Sharifah Osman. (2022). Truth-seekers students’ critical thinking process in solving mathematics problems with contradictory information. Kreano, Jurnal Matematika Kreatif-Inovatif 13(1): 1–13.
Eskris, Y. (2021). Meta-Analisis pengaruh model discovery learning dan problem-based learning terhadap kemampuan berpikir kritis peserta didik kelas V SD (Vol. 2, Issue 1).
Febriana, R., Haryono, Y., & Yusri, R. (2017). Effectiveness of the discovery learning-based transformation geometry module. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012003
H Sinambela, J., Elvis Napitupulu, E., Mulyono, M., & Sinambela, L. (2018). The effect of discovery learning model on students mathematical understanding concepts ability of junior high school. American Journal of Educational Research, 6(12), 1673–1677. https://doi.org/10.12691/education-6-12-13
Kamaluddin, M., & Widjajanti, D. B. (2019). The impact of discovery learning on students’ mathematics learning outcomes. Journal of Physics: Conference Series, 1320(1). https://doi.org/10.1088/1742-6596/1320/1/012038
Khairunnisa, K., & Juandi, D. (2022). Meta-analysis: The effect of discovery learning models on students' mathematical ability. Jurnal Riset Pendidikan Matematika, 9(2), 201-211.
Khasanah, V. N., Usodo, B., & Subanti, S. (2018). Guided discovery learning in geometry learning. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012160
Komang, N., Astiti, A., Goreti, M., Kristiantari, R., & Saputra, K. A. (2021). Efektivitas discovery learning model dengan media powerpoint meningkatkan hasil belajar IPA SD. Journal of Education Action Research, 5(3), 409–415. https://ejournal.undiksha.ac.id/index.php/JEAR/index
Kurniasih, Ary Woro. (2012). Scaffolding sebagai alternatif upaya meningkatkan kemampuan berpikir kritis matematika. Kreano, Jurnal Matematika Kreatif-Inovatif 3(2): 113–24.
Labibah, H. R., & Jauhariyah, M. N. R. (2021). Meta-analysis of discovery learning model in physics learning. Jurnal Ilmiah Pendidikan Fisika, 5(3), 317. https://doi.org/10.20527/jipf.v5i3.4035
Lestari, W. (2017). Efektivitas model pembelajaran guided discovery learning terhadap hasil belajar matematika. Jurnal SAP, 2(1).
Mahmudah, U. (2020). Meta-analisis pengaruh model discovery learning dan problem-based learning terhadap kemampuan berpikir kritis matematis peserta didik kelas V SD. Thinking Skills and Creativity Journal, 3(2), 69-78.
Men, F. E. (2017). Proses berpikir kritis siswa SMA dalam pengajuan soal matematika berdasarkan tingkat kemampuan matematika. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(2), 191-198.
Novantri, W., Maison, M., Muslim, M., & Aftriyati, L. W. (2020). Are discovery learning and independent learning effective in improving students’ cognitive skills? Indonesian Journal of Science and Mathematics Education, 3(2), 144–152. https://doi.org/10.24042/ijsme.v3i2.6615
Prasetyana, Septina Dwi, Sajidan, Sajidan, & Maridi. (2015). Pengembangan model pembelajaran discovery learning yang diintegrasikan dengan group investigation pada materi protista kelas X SMA Negeri Karangpandan.” Inkuiri 4(2): 135–48. https://jurnal.fkip.uns.ac.id/index.php/inkuiri/article/view/7759.
Pangesti, W., & Radia, E. H. (2021). Meta-analisis pengaruh model pembelajaran discovery learning terhadap hasil belajar IPA siswa sekolah dasar. Elementary School: Jurnal Pendidikan dan Pembelajaran Ke-SD-An, 8(2), 281–286. https://doi.org/10.31316/esjurnal.v8i2.1313
Permatasari, Dwi, & Nurhanurawati Nurhanurawati. (2021). Analysis of critical thinking ability in solving linear programming problems in terms of students’ self-concepts. Kreano, Jurnal Matematika Kreatif-Inovatif 12(2): 335–52.
Ramadhani, A. H. (2021). Pengaruh Pendekatan Pembelajaran Discovery Learning pada Hasil Belajar Siswa (Vol. 2, Issue 1).
Rochani, S. (2019). Enhancement of concentration and mathematics learning outcomes using the discovery learning method on the transformation topic. Indonesian Journal of Mathematics Education, 2(2), 89. https://doi.org/10.31002/ijome.v2i2.1666
Tamur, M., Ndiung, S., Weinhandl, R., Wijaya, T. T., Jehadus, E., & Sennen, E. (2023). Meta-analysis of computer-based mathematics learning in the last decade: Scopus database: Trends and implications. Infinity Journal, 12(1), 101. https://doi.org/10.22460/infinity.v12i1.p101-116