PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN KOGNITIF MATEMATIKA SISWA KELAS III SEKOLAH DASAR
DOI:
https://doi.org/10.23969/jp.v11i03.66789Keywords:
Discovery Learning; cognitive ability; time measurement; elementary mathematics; quasi-experimentAbstract
This study was motivated by the low mathematical cognitive ability of third-grade students on the topic of time measurement, resulting from lecture-dominated instruction that limited students' active engagement in concept building. This study aims to (1) describe the operational steps of implementing the Discovery Learning model in mathematics instruction on time measurement, (2) identify changes in students' cognitive ability after the implementation of Discovery Learning, and (3) analyze the effect of Discovery Learning on the improvement of conceptual understanding and mathematical cognitive ability. A quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design was employed. The sample consisted of 30 third-grade students of SDN Cicurug 3 as the experimental group and 21 third-grade students of SDN Sindangkasih 3 as the control group, determined through purposive sampling. Data were collected through essay tests, observation, and documentation, then analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, Paired Samples t-test, and Independent Samples t-test with SPSS 27. The results showed an increase in the experimental group's mean score from 6.00 (pretest) to 9.47 (posttest), while the control group increased from 5.52 to 9.33. The Independent Samples t-test yielded Sig. (2-tailed) = 0.032 (< 0.05), leading to the rejection of H0. Thus, the Discovery Learning model has a significant effect on third-grade students' mathematical cognitive ability and may serve as an alternative instructional model for teaching time measurement in elementary school.
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