Comparison between Generative Learning and Discovery Learning in Improving Written Mathematical Communication Ability

Autor/inn/en	Wardono; Rochmad; Uswatun, Khasanah; Mariani, Scolastika
Titel	Comparison between Generative Learning and Discovery Learning in Improving Written Mathematical Communication Ability
Quelle	In: International Journal of Instruction, 13 (2020) 3, S.729-744 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Comparative Analysis; Prior Learning; Learning Strategies; Discovery Learning; Mathematics Skills; Communication Skills; Content Area Writing; Self Esteem; Foreign Countries; Grade 7; Junior High School Students; Skill Development; Instructional Materials; Pretests Posttests; Indonesia + Suchen Sie Ihr Suchwort? Vorkenntnisse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Entdeckendes Lernen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kommunikationsstil; Schriftliche Übung; Self-esteem; Selbstaufmerksamkeit; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Indonesien
Abstract	This study aims to examine the improvement of students' written mathematical communication ability in generative learning assisted by teaching aids and discovery learning and describe students' written mathematical communication in terms of self-confidence. The method used in this study is mix-methods. The population in this study were seventh-grade students of Godong Junior High School 1 in the academic year 2018/2019 as many as 5 classes, and samples were selected by cluster purposive sampling technique as much as two classes for the experimental group and the control group. Data collection methods include tests, questionnaires, documentation, and interviews. The results of this study are improving students' written mathematical communication ability with the application of generative learning assisted by teaching aids better than implementing discovery learning. Description of students' mathematical written communication ability with high confidence able to meet all indicators of communication ability written mathematically, with medium confidence is being able to meet several indicators of mathematical written communication ability while low self-confidence can only fulfill the first indicator of mathematical written communication ability. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01