Enhancing mathematical critical thinking skills: Guided discovery learning model with Om Jakaw Taksapa media

Authors

DOI:

https://doi.org/10.22515/jemin.v4i2.9557

Keywords:

critical thinking skills, discovery learning model, guided discovery learning, om jakaw taksapa

Abstract

Critical thinking skills are essential for students as they enable rational decision-making and the selection of optimal alternatives, equipping them to navigate the challenges of globalization effectively. This study aims to analyze and compare the impacts of conventional teaching methods with guided discovery learning models, supplemented by Om Jakaw Taksapa media, on the critical thinking abilities of fifth-grade students at SDN Gugus Larasati, Central Java, Indonesia. A quasi-experimental design featuring a nonequivalent control group framework was employed. The study population comprised fifth-grade students from SDN Gugus Larasati in Semarang City, with a cluster random sampling technique used to select a total sample of 61 students. Data collection methods included interviews, observations, and tests. The data were analyzed through quantitative techniques and inferential statistics. The results demonstrated that the t-value exceeded the critical t-value (t-count = 2.733 > t-table = 2.131) and the significance level was below 0.05 (p = 0.015 < 0.05), indicating a statistically significant effect. The guided discovery learning model, enhanced by Om Jakaw Taksapa media, exerted a more substantial influence on students’ critical thinking skills in the context of speed-related concepts compared to conventional methods. This research contributes to the advancement of educational science and underscores the importance of innovative teaching models and interactive media in fostering critical thinking. Additionally, it provides practical insights for educators to enhance classroom engagement and learning outcomes.

Downloads

Download data is not yet available.

References

Abraham, I., & Supriyati, Y. (2022). Desain Kuasi Eksperimen Dalam Pendidikan: Literatur Review. Jurnal Ilmiah Mandala Education, 8(3), 2476–2482. https://doi.org/10.58258/jime.v8i3.3800

Angga Ardianto, Dodik Mulyono, Sri Handayani. (2019). Pengaruh Model Discovery Learning Terhadap Hasil Belajar Matematika Siswa Kelas VII SMP. Jurnal Inovasi Matematika, 1(1), 31–37. https://doi.org/10.35438/inomatika.v1i1.136

Asrani, Irsan, & Onde, M. L. O. (2023). Meningkatkan Hasil Belajar Siswa Pembelajaran Matematika Menggunakan Model Pembelajaran Index Card Match (ICM) Berbantuan Alat Peraga Segitiga JKW di Sekolah Dasar. 400–407. https://jurnal-umbuton.ac.id/index.php/Prosa/article/view/4288

Aulia, L. N., Susilo, S., & Subali, B. (2019). Upaya peningkatan kemandirian belajar siswa dengan model problem-based learning berbantuan media Edmodo. Jurnal Inovasi Pendidikan IPA, 5(1), 69–78. https://doi.org/10.21831/jipi.v5i1.18707

Cholifah, T. N., & Fada, S. (2022). Model Guided Discovery Learning Berbasis Game Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar. Jurnal Educatio FKIP UNMA, 8(4), 1276–1285. https://doi.org/10.31949/educatio.v8i4.3286

Coendraad, R. (2021). Pengaruh Guided Discovery Learning Terhadap Kemampuan Pemecahan Masalah Turunan Dan Integral Mahasiswa Pendidikan Teknik Bangunan Universitas Palangka Raya Tahun 2020/2021. Jurnal Ilmiah Kanderang Tingang, 12(02), 185–195. https://doi.org/10.37304/jikt.v12i02.133

Dwi Hastuti, I., Surahmat, Mp., Sutarto, Ms., & Lingkar Selatan Perumahan Elit Kota Mataram Asri Blok No, J. O. (2019). PEMBELAJARAN MATEMATIKA SEKOLAH DASAR Penerbit : Lembaga Penelitian dan Pendidikan (LPP) Mandala.

Erlinda, N., Hidayat, & Siman. (2019). Effect Of Teams Games Tournament ( TGT ) Learning Methods And The Interest Of Learning On The Results Of Learning In Social Study Class Vii Student Madrasah Tsanawiyah State 2 Medan. IOSR Journal of Research & Method in Education (IOSR-JRME), 9(4), 49–54. https://doi.org/10.9790/1959-0904034954

Fahrurrozi, & Hamdi, S. (2017). Metode Pembelajaran Matematika. In Universitas Hamzanwadi Press.

Garaika, & Darmanah. (2019). Metodologi Penelitian. CV HIRA TECH.

Hasan, M., Milawati, Darodjat, Harahap, Tuti Khairani Tahrim, T., Anwari, A. M., Rahmat, A., Masdiana, & Indra, I. M. (2021). Media Pembelajaran. Klaten: Tahta Media Group.

Hasanah, M., Silangit, S. Z. P., Jamil, R. P., & Amanda, W. N. (2023). Analisis Tingkat Kemampuan Berpikir Kritis Siswa Sma Nurul Iman Tanjung Morawa. Pedagogi: Jurnal Ilmiah Pendidikan, 9(1), 16–22. https://doi.org/10.47662/pedagogi.v9i1.540

James U. L. Mangobi, Sulangi, V. R., & Kondoahi, R. C. (2023). Penerapan Model Guided Inquiry pada Pembelajaran Materi Penjumlahan dan Pengurangan Bentuk Aljabar. GAUSS: Jurnal Pendidikan Matematika, 6(2), 31–43. https://doi.org/10.30656/gauss.v6i2.7811

Linda, Z., & Lestari, I. (2019). Berpikir Kritis Dalam Konteks Pembelajaran. In Erzatama Karya Abadi (Issue August).

Manasikana, O. A., Af’ida, N., Mayasari, A., & Siswant, M. B. E. (2022). MODEL PEMBELAJARAN INOVATIF DAN RANCANGAN PEMBELAJARAN UNTUK GURU IPA SMP. LPPM UNHASY Tebuireng Jombang.

Manurung, A. S., Fahrurrozi, F., Utomo, E., & Gumelar, G. (2023). Implementasi Berpikir Kritis dalam Upaya Mengembangkan Kemampuan Berpikir Kreatif Mahasiswa. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 5(2), 120–132. https://doi.org/10.36232/jurnalpendidikandasar.v5i2.3965

Mariza, M., & Fachrurazi, F. (2021). Meningkatkan Hasil Belajar Matematika Siswa pada Materi Jarak, Waktu dan Kecepatan melalui Model Guided Discovery Learning di SD Negeri 24 Peusangan. Jupendas: Jurnal Pendidikan Dasar, 8(2), 26–31. http://jfkip.umuslim.ac.id/index.php/jupendas/article/view/719

Maula, I. (2019). Pembelajaran Matematika Guided Discovery. In Perpustakaan Nasional: Katalog Dalam Terbitan (KTD) (Vol. 1, Issue 1).

Nurani, D., Anggraini, L., Misiyanto, & Mulia, R. K. (2022). Buku Saku Serba-Serbi Kurikulum Merdeka Kekhasan Sekolah Dasar. Direktorat Sekolah Dasar, 2–5.

Nurhuda (2022). Landasan Pendidikan. Ahli Media Press: Malang.

Purwasih, S. M. (2020). Pemanfaatan Dakota dalam Meningkatkan Hasil Belajar Matematika pada Materi FPB dan KPK. Jurnal Pendidikan Matematika, 11(1), 126–133. http://ojs.uho.ac.id/index.php/jpm

Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnal Basicedu, 6(4), 6313–6319. https://doi.org/10.31004/basicedu.v6i4.3237

Rizkiana, A. M., & Warmi, A. (2021). Analisis kemampuan berpikir kritis siswa dalam menyelesaikan soal pada materi persamaan linear satu variabel. MAJU: Jurnal Ilmiah Pendidikan …, 8(1), 313–317. https://media.neliti.com/media/publications/502879-none-14d6af4e.pdf

Rulita, E., & Jazuli, A. (2021). The Influence of Guided Discovery Learning Assisted by Fraction Wheel to Student Critical Thinking. 1–5. https://doi.org/10.4108/eai.19-7-2021.2312481

Sudiarta, I. W., Diputra, G. N. O., Nayun, I. W., & Sutanaya, I. B. A. (2021). Efektivitas Pembelajaran Matematika Secara Daring Di Masa Pandemi Covid -19 Terhadap Kemampuan Berfikir Kritis Siswa. Suluh Pendidikan, 19(1), 29–44. https://ojs.ikip-saraswati.ac.id/index.php/suluh-pendidikan/article/download/243/215

Widya Karmila Sari Achmad, Latri, M. D. (2022). Pengaruh Model Guided Discovery Learning terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas IV SD Kartika XX-1 Kota Makassar. Journal of Education, 2(1), 1–14. https://eprints.unm.ac.id/34092/

Yonalisa Padahala, A., Rakimin Husen, F., Marsalince Djaha, K., Lalang, D., Matematika dan Ilmu Pengetahuan Alam, F., & Tribuan Kalabahi, U. (2021). Penggunaan Alat Peraga Konversi Satuan Panjang (Kosapa) Dalam Meningkatkan Hasil Belajar. Jurnal Pengabdian Kepada Masyarakat (JPKM) - Aphelion, 2(1), 64–68. http://www.openjournal.unpam.ac.id/index.php/JPKA/article/view/12570

Downloads

Submitted

2024-07-08

Accepted

2024-07-23

Published

2024-12-16

How to Cite

Asriyanti, A., & Andrijati, N. (2024). Enhancing mathematical critical thinking skills: Guided discovery learning model with Om Jakaw Taksapa media . Journal of Educational Management and Instruction (JEMIN), 4(2), 387–396. https://doi.org/10.22515/jemin.v4i2.9557

Issue

Vol. 4 No. 2 (2024): December 2024

Section

Articles

License

Copyright (c) 2024 Anisa Asriyanti Anisa, Noening Andrijati

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of Educational Management and Instruction is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Automotive Experiences is published under the terms of the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Authors retain copyright and grant the journal right of first publication (online and print) with the work simultaneously. We use the restrictive license (non-commercial) as follows:

BY (attribution): Users are allowed to share, distribute and redistribute the published article in any medium or format, with an identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published and an acknowledgment of its initial publication in this journal.

NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories and indexation services, even if these services operate on a commercial basis. Authors grant Journal of Educational Management and Instruction explicit the right to include the published articles in databases, repositories and indexation services.

License

License to Publish
The non-commercial use of the article will be governed by the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). The author hereby grants Journal of Educational Management and Instruction an exclusive publishing and distribution license in the manuscript include tables, illustrations or other material submitted for publication as part of the manuscript (the “Article”) in print, electronic and all other media (whether now known or later developed), in any form, in all languages, throughout the world, for the full term of copyright, and the right to license others to do the same, effective when the article is accepted for publication. This license includes the right to enforce the rights granted hereunder against third parties.

Author's Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

User Rights
Under the Creative Commons Attribution-Non Commercial 4.0 International (CC BY-NC 4.0) license, the author(s) and users are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Users must give appropriate credit, provide a link to the license, and indicate if changes were made.

Rights of Authors
Authors retain the following rights:

  1. Copyright, and other proprietary rights relating to the article, such as patent rights,
  2. The right to use the substance of the article in future own works, including lectures and books,
  3. The right to reproduce the article for own purposes, provided the copies are not offered for sale, and
  4. The right to self-archive the article.

Co-authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.