Implementasi metode discovery learning pada pembelajaran matematika materi barisan dan deret kelas x sma

Gaol, Ruth Putri Naulibasa Lumban (2024) Implementasi metode discovery learning pada pembelajaran matematika materi barisan dan deret kelas x sma. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Berdasarkan observasi dan interaksi dengan siswa, terlihat bahwa siswa kelas X memiliki kemampuan aktif dalam belajar dan potensi untuk mengembangkan kemampuan konsepnya. Oleh karena itu, diperlukan perencanaan pembelajaran yang sesuai dengan kebutuhan dan mendukung pengembangan potensinya. Salah satu metode yang dapat digunakan adalah Discovery Learning. Metode ini menekankan pada proses penemuan pengetahuan oleh siswa secara mandiri, siswa didorong untuk menemukan konsep melalui pengalaman langsung dan aktivitas pemecahan masalah. Topik pembelajaran yang dipilih adalah barisan dan deret yang dilakukan dalam 6 pertemuan dengan konsep bahwa barisan dan deret menggambarkan keunikan ciptaan Allah dalam matematika, di dalamnya terdapat pola bilangan yang tersusun secara terstruktur dan teratur. Hasil refleksi pembelajaran menunjukkan bahwa siswa lebih antusias dalam mengikuti pembelajaran dan lebih mudah memahami konsep yang diajarkan, namun terlihat pada hasil belajar yang dilampirkan bahwa siswa kesulitan dalam memahami konsep barisan dan deret geometri sehingga berdampak pada hasil belajarnya dalam penilaian formatif 2 dan sumatif. Kesimpulannya metode Discovery Learning harus diiringi dengan pemberian latihan soal secara berkala yang dapat melatih siswa dalam memecahkan permasalahan soal yang lebih kompleks dan bervariasi. / Based on observations and interactions with students, it is evident that the tenthgrade students possess active learning abilities and the potential to develop their conceptual skills. Therefore, there is a need for lesson planning that is tailored to their needs and supports the development of their potential. One method that can be used is Discovery Learning. This method emphasizes the process of independent knowledge discovery by students, where students are encouraged to find concepts through direct experiences and problem-solving activities. The chosen topic for the lesson is sequences and series, which will be conducted over 6 sessions with the concept that sequences and series illustrate the uniqueness of God's creation in mathematics. It involves numerical patterns that are arranged in a structured and orderly manner. The reflection of the learning process indicates that students are more enthusiastic in participating in the lesson and find it easier to grasp the concepts being taught. However, based on the attached learning outcomes, it is observed that students have difficulty understanding the concepts of geometric 2 sequences and series, which has an impact on their learning outcomes in formative assessment 2 and summative assessment. In conclusion, the Discovery Learning method should be accompanied by the provision of regular practice problems that can train students to solve more complex and varied problem-solving tasks.

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