EFEKTIVITAS MODEL PEMBELAJARAN DISCOVERY LEARNING BERBANTUAN MATH MODULE TERHADAP KEMAMPUAN PENALARAN MATEMATIKA SISWA: Array - Rintoyo, Rintoyo (Jurnal Dialektika Program Studi Pendidikan Matematika, 2017)
Abstrak Tujuan dari penelitian ini adalah untuk mengetahui keefektifan model pembelajaran Discovery Learning berbantuan Math Module terhadapkemampuan penalaran matematika siswa. Keefektifan dapat dilihat dari tingkat ketuntasan kemampuan penalaran matematika siswa, perbandingan kemampuan penalaran matematika siswa kelas eksperimen dengan kelas kontrol dan pengaruh keterampilan proses dengan model pembelajaran Discovery Learning berbantuan Math Module terhadapkemampuan penalaran matematika siswa.Hasil penelitian menunjukkan bahwa presentase ketuntasan belajar secara klasikal mencapai 90,63%; kemampuan penalaran matematika siswa kelas eksperimen adalah 78,44 lebih baik daripada kemampuan penalaran matematika siswa kelas kontrol yaitu 69,79; dan terdapat pengaruh positif keterampilan proses dengan model pembelajaran Discovery Learning berbantuan Math Module terhadap kemampuan penalaran matematika siswa sebesar 81,4%. Abstract The purpose of this research was to find out Discovery Learning model by assisted Math Module in the mathematical reasoning ability of students. The effectiveness could be seen in the mathematical reasoning ability of students, the comparison between the mathematical reasoning ability of students of experimental class and control class, and influences of process skills with learning of Discovery Learning models by assisted Math Module in the mathematical reasoning ability of students.The result of this research showed that the presentage in the classical learning completeness toachieve 90,63%; mathematical reasoning ability of students in experiment class was 78,44 better than mathematical reasoning ability of students in control class was 69,79; and there is positive effect of process skill with learning Discovery Learning models by assisted Math Module in the mathematical reasoning ability of students was 81,4%.