PENERAPAN MODEL GUIDED INQUIRY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA DITINJAU DARI SELF-REGULATED LEARNING

    Camilla Aulia Novianty, - and Nurjanah, - and Kartika Yulianti, - (2025) PENERAPAN MODEL GUIDED INQUIRY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA DITINJAU DARI SELF-REGULATED LEARNING. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Penelitian ini bertujuan untuk mengkaji efektivitas model Guided Inquiry Learning dalam meningkatkan kemampuan pemahaman konsep matematis siswa SMA jika ditinjau dari Self-Regulated Learning (SRL). Latar belakang penelitian ini adalah rendahnya pemahaman konsep matematis siswa yang dibuktikan oleh hasil asesmen nasional dan internasional. Metode penelitian yang digunakan adalah quasi-experimental dengan desain pretest-posttest non-equivalent control group. Sampel terdiri dari dua kelas X di salah satu SMA Negeri di Kota Bandung, yaitu kelas eksperimen yang menggunakan model Guided Inquiry Learning dan kelas kontrol yang menggunakan pembelajaran konvensional dengan pendekatan saintifik. Instrumen penelitian meliputi tes kemampuan pemahaman konsep matematis (pre-test dan post-test) dan angket Self-Regulated Learning (SRL). Analisis data kuantitatif dilakukan menggunakan Independent Sample t-Test dan Kruskal-Wallis Test. Hasil penelitian menunjukkan bahwa: (1) Kualitas peningkatan kemampuan pemahaman konsep matematis siswa di kelas eksperimen yang menggunakan model Guided Inquiry Learning berada pada kategori tinggi, sedangkan kelas kontrol yang menggunakan pembelajaran konvensional dengan pendekatan saintifik berada pada kategori sedang; (2) Peningkatan kemampuan pemahaman konsep matematis siswa di kelas eksperimen lebih tinggi dibandingkan dengan siswa di kelas kontrol; (3) Pencapaian akhir kemampuan pemahaman konsep matematis siswa di kelas eksperimen lebih tinggi dibandingkan dengan siswa di kelas kontrol; (4) Tidak terdapat perbedaan yang signifikan secara statistik antar kategori Self-Regulated Learning (SRL), namun seluruh kategori mengalami peningkatan hasil belajar, yang menunjukkan bahwa model Guided Inquiry Learning efektif bagi siswa dengan berbagai tingkat Self-Regulated Learning (SRL). This study aims to examine the effectiveness of the Guided Inquiry Learning (GIL) model in improving senior high school students’ mathematical conceptual understanding viewed from the perspective of Self-Regulated Learning (SRL). The background of this research lies in students’ low level of conceptual understanding in mathematics, as evidenced by national and international assessment results. The research employed a quasi-experimental method with a pretest–posttest non-equivalent control group design. The sample consisted of two 10th-grade classes at a public senior high school in Bandung: the experimental class, which received the Guided Inquiry Learning model, and the control class, which received conventional model through a scientific approach. The research instruments included a mathematical conceptual understanding test (pre-test and post-test) and a Self-Regulated Learning (SRL) questionnaire. Quantitative data were analyzed using the Independent Sample t-Test and the Kruskal–Wallis Test. The findings revealed that: (1) The quality of improvement in mathematical conceptual understanding of students in the experimental class was in the high category, while the control class was in the medium category; (2) The improvement in mathematical conceptual understanding of the experimental class was higher than that of the control class; (3) The final achievement of mathematical conceptual understanding in the experimental class was higher than in the control class; and (4) There were no statistically significant differences among Self-Regulated Learning (SRL) categories, yet all categories showed improvement, indicating that the Guided Inquiry Learning model is effective for students across various Self-Regulated Learning (SRL) levels.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S1)
    Additional Information: https://scholar.google.com/citations?hl=en&user=0_wAQOcAAAAJ ID SINTA Dosen Pembimbing: Nurjanah: 5995393 Kartika Yulianti: 5979108
    Uncontrolled Keywords: Model Guided Inquiry Learning, Kemampuan Pemahaman Konsep Matematis, Self-Regulated Learning Guided Inquiry Learning Model, Mathematical Conceptual Understanding, Self-Regulated Learning
    Subjects: L Education > L Education (General)
    Q Science > QA Mathematics
    Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika
    Depositing User: Camilla Aulia Novianty
    Date Deposited: 13 Sep 2025 15:26
    Last Modified: 13 Sep 2025 15:26
    URI: http://repository.upi.edu/id/eprint/138998

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