The Role of Discovery Learning in the Learning Interest of Junior High Students
DOI:
https://doi.org/10.31980/plusminus.v5i1.2523Keywords:
discovery learning, mathematics learning, interest learning, pembelajaran matematika sekolah, minat belajarAbstract
Penelitian ini menganalisis peran model discovery learning dalam meningkatkan minat belajar matematika siswa kelas IX SMP Negeri 33 Surabaya. Metode yang digunakan adalah desain quasi-eksperimen dengan posttest-only control group. Sebanyak 62 siswa dibagi menjadi kelompok eksperimen yang menerapkan model discovery learning dan kelompok kontrol yang menggunakan pembelajaran konvensional. Data dikumpulkan melalui angket minat belajar dan dianalisis secara manual dengan uji normalitas, homogenitas, serta uji-t. Hasil penelitian menunjukkan bahwa minat belajar siswa pada kelompok eksperimen lebih tinggi secara signifikan dibandingkan kelompok kontrol. Temuan ini membuktikan bahwa discovery learning berperan positif dalam membentuk minat belajar matematika. Oleh karena itu, model ini direkomendasikan untuk membuat pembelajaran matematika lebih menarik dan efektif.
This study examines the role of the discovery learning model in enhancing mathematics learning interest among ninth-grade students at SMP Negeri 33 Surabaya. A quasi-experimental design with a posttest-only control group was employed. A total of 62 students were divided into an experimental group (taught using discovery learning) and a control group (taught conventionally). Data were collected through a learning interest questionnaire and analyzed manually using normality, homogeneity, and t-tests. The results revealed that the experimental group exhibited significantly higher learning interest than the control group. These findings demonstrate that discovery learning positively contributes to fostering students' interest in mathematics. Thus, this model is recommended to create more engaging and effective mathematics instruction.
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