PERBEDAAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS V ANTARA MODEL GUIDED DISCOVERY LEARNING DAN MODEL PROJECT-BASED LEARNING

    Sonia Amanda Pratiwi, - and Pupun Nuryani, - and Andhin Dyas Fitriani, - (2025) PERBEDAAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS V ANTARA MODEL GUIDED DISCOVERY LEARNING DAN MODEL PROJECT-BASED LEARNING. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Penelitian ini dilatarbelakangi oleh pemahaman konsep matematis peserta didik kelas V masih tergolong rendah, sedangkan pemahaman konsep matematis merupakan keterampilan dasar yang penting yang harus dimiliki oleh peserta didik. Untuk mengatasi masalah tersebut, terdapat dua model yang diasumsikan dapat meningkatkan pemahaman konsep matematis, yaitu model Guided Discovery Learning dan model Project-Based Learning. Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan pemahaman konsep matematis peserta didik yang menggunakan kedua model tersebut. Metode yang digunakan adalah kuasi eksperimen dengan desain pretest-posttest control group. Populasi dalam penelitian ini adalah seluruh peserta didik kelas V di salah satu sekolah di Kota Bandung, dengan sampel dua kelas yang masing-masing terdiri dari 25 peserta didik. Instrumen yang digunakan berupa tes uraian berjumlah 8 butir soal yang telah divalidasi dan diuji reliabilitasnya. Data dianalisis menggunakan uji-t independen dan uji N-Gain dengan bantuan perangkat lunak SPSS. Hasil penelitian menunjukkan bahwa kedua model pembelajaran dapat meningkatkan pemahaman konsep matematis peserta didik pada kategori sedang. Rata-rata skor N-Gain pada kelas Guided Discovery Learning sebesar 0,6641, sedangkan kelas PjBL sebesar 0,5560. Uji Mann-Whitney menunjukkan tidak terdapat perbedaan signifikan antara kedua kelompok (p < 0,05), karena tidak ada model yang secara mutlak lebih unggul karena keduanya efektif sesuai konteksnya masing-masing. Penelitian ini menyarankan penggunaan kedua model sebagai alternatif dalam mengembangkan pembelajaran matematika di sekolah dasar. This study is motivated by the fact that the conceptual understanding of mathematics among fifth-grade students is still relatively low, even though such understanding is a fundamental skill that students must possess. To address this issue, two instructional models are assumed to improve students’ conceptual understanding: the Guided Discovery Learning model and the Project-Based Learning model. This study aims to determine the difference in the improvement of students’ mathematical conceptual understanding using these two models. The research employed a quasi-experimental method with a pretest-posttest control group design. The population consisted of all fifth-grade students at a public elementary school in Bandung, with a sample of two classes, each comprising 25 students. The research instrument was an essay test consisting of 8 validated and reliability-tested items. Data were analyzed using an independent t-test and N-Gain test with the assistance of SPSS software. The results showed that both instructional models could improve students’ conceptual understanding of mathematics in the moderate category. The average N-Gain score in the Guided Discovery Learning class was 0.6641, while the Project-Based Learning class scored 0.5560. The Mann-Whitney test showed no significant difference between the two groups (p > 0.05), indicating that neither model is absolutely superior as both are effective within their respective contexts. This study recommends the use of both models as alternative approaches in developing mathematics instruction in elementary schools.

    Baca Full Text klik disini
    [thumbnail of S_PGSD_2102572_Title.pdf] Text
    S_PGSD_2102572_Title.pdf
    Download (936kB)
    [thumbnail of S_PGSD_2102572_Chapter1.pdf] Text
    S_PGSD_2102572_Chapter1.pdf
    Download (351kB)
    [thumbnail of S_PGSD_2102572_Chapter2.pdf] Text
    S_PGSD_2102572_Chapter2.pdf
    Restricted to Staf Perpustakaan
    Download (476kB)
    [thumbnail of S_PGSD_2102572_Chapter3.pdf] Text
    S_PGSD_2102572_Chapter3.pdf
    Download (505kB)
    [thumbnail of S_PGSD_2102572_Chapter4.pdf] Text
    S_PGSD_2102572_Chapter4.pdf
    Restricted to Staf Perpustakaan
    Download (784kB)
    [thumbnail of S_PGSD_2102572_Chapter5.pdf] Text
    S_PGSD_2102572_Chapter5.pdf
    Download (270kB)
    [thumbnail of S_PGSD_2102572_Appendix.pdf] Text
    S_PGSD_2102572_Appendix.pdf
    Restricted to Staf Perpustakaan
    Download (9MB)
    Official URL: https://repository.upi.edu
    Item Type: Thesis (S1)
    Additional Information: https://scholar.google.com/citations?hl=en&user=CPxzV8QAAAAJ ID SINTA Dosen Pembimbing: Pupun Nuryani: 6000860 Andhin Dyas Fitriani: 5989139
    Uncontrolled Keywords: Guided Discovery Learning, Project-Based Learning, Pemahaman Konsep Matematis, Bangun Ruang. Guided Discovery Learning, Project-Based Learning, Conceptual Understanding, Three-Dimensional Shapes.
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education
    L Education > LB Theory and practice of education > LB1501 Primary Education
    Divisions: Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
    Depositing User: Sonia Amanda Pratiwi
    Date Deposited: 04 Aug 2025 06:53
    Last Modified: 04 Aug 2025 06:53
    URI: http://repository.upi.edu/id/eprint/135087

    Actions (login required)

    View Item View Item