Analisis Pengaruh Model Guided Discovery Learning terhadap Kemampuan Literasi Matematis Siswa
DOI:
https://doi.org/10.64277/semnas.v3i1.347Keywords:
Guided Discovery Learning, Kemampuan Literasi Matematis, Pembelajaran MatematikaAbstract
Kemampuan literasi matematis siswa di Indonesia masih tergolong rendah, sehingga diperlukan inovasi pembelajaran yang mampu meningkatkan kemampuan merumuskan, menggunakan, dan menafsirkan matematika dalam konteks nyata. Penelitian ini bertujuan untuk mengetahui kemampuan literasi matematis siswa yang diajar menggunakan model Guided Discovery Learning dan Direct Instruction, mengetahui perbedaan kemampuan literasi matematis antara kedua kelompok, serta mengetahui besarnya pengaruh model Guided Discovery Learning terhadap kemampuan literasi matematis siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain posttest only control group. Sampel terdiri atas dua kelas yang dipilih melalui cluster random sampling, yaitu 28 siswa pada kelas eksperimen dan 22 siswa pada kelas kontrol. Data dikumpulkan melalui tes uraian berdasarkan indikator formulate, employ, dan interpret, kemudian dianalisis menggunakan uji independent samples t-test dan effect size Cohen’s d. Hasil penelitian menunjukkan bahwa secara deskriptif rata-rata kemampuan literasi matematis siswa pada kelas kontrol lebih tinggi dibandingkan kelas eksperimen. Namun, hasil uji statistik menunjukkan bahwa perbedaan tersebut tidak signifikan (Sig. 1-tailed = 0,163 > 0,05). Nilai effect size sebesar -0,283 menunjukkan pengaruh yang kecil. Dengan demikian, model Guided Discovery Learning belum menunjukkan pengaruh yang signifikan terhadap kemampuan literasi matematis siswa. Temuan ini menegaskan pentingnya mempertimbangkan kesiapan siswa, karakteristik materi, dan kecukupan waktu dalam menerapkan pembelajaran berbasis penemuan.
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