Mathematical Concept Understanding of Middle School Students: An Experimental Study of the Discovery Learning Model

Putri Wulandari Ranggoli 1 Indonesia , Novianita Achmad 1 Indonesia , Putri Ekawaty Kobandaha 1 Indonesia
1 Department of Mathematics Education, Universitas Negeri Gorontalo
Link Copied!
Published 2025-06-27
Vol. 4 No. 3 (2025) PAGES 834-844
DOI 10.51574/ijrer.v4i3.3305
Views / Downloads 569 380

The role of conceptual understanding is essential because it enables students to more easily comprehend and learn mathematics. Therefore, this study focuses on the impact of the Discovery Learning model on the mathematical concept comprehension of students at a public middle school. The research employed an experimental method with a posttest-only control group design. The study's population included all eighth-grade students at public middle school 8 Gorontalo. The sample consisted of class VIII-5 as the experimental group, which implemented discovery learning, and class VIII-3 as the control group, which used a direct instruction learning model. Data was collected through an essay test administered as a post-test at the end of the study. Data analysis was performed descriptively and inferentially using a t-test. The results of the t-test indicated a t-calculated value of 3.506 and a t-table value of 1.6779, confirming that the t-calculated value is greater than the t-table value. Thus, it can be concluded that the Discovery Learning model has a significant influence on the mathematical concept comprehension of eighth-grade students at public middle school 8 in Gorontalo.

Ranggoli, P. W., Achmad, N., & Kobandaha, P. E. (2025). Mathematical Concept Understanding of Middle School Students: An Experimental Study of the Discovery Learning Model. ETDC: Indonesian Journal of Research and Educational Review , 4(3), 834–844. https://doi.org/10.51574/ijrer.v4i3.3305
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Abd Algani, Y. M. (2022). Role, need and benefits of mathematics in the development of society. Journal for the Mathematics Education and Teaching Practices, 3(1), 23-29. https://dergipark.org.tr/en/pub/jmetp/issue/70512/1129875
  2. Abramovich, S., Grinshpan, A. Z., & Milligan, D. L. (2019). Teaching mathematics through concept motivation and action learning. Education Research International, 2019(1), 3745406. https://doi.org/10.1155/2019/3745406
  3. Albay, E. M., & Eisma, D. V. (2025). Using design thinking for developing pre-service teachers’ creativity in designing teaching plans to promote interactive learning in mathematics. Learning and Instruction, 96, 102070. https://doi.org/10.1016/j.learninstruc.2024.102070
  4. Batubara, I. H. (2020). Pengaruh Model Pembelajaran Guided Discovery Learning terhadap Hasil Belajar Pengembangan Silabus Pembelajaran Matematika pada Masa Pandemic Covid 19. Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP, 1(2), 13-17. https://doi.org/10.30596/jppp.v1i2.4948
  5. Cai, J., & Ding, M. (2017). On mathematical understanding: perspectives of experienced Chinese mathematics teachers. Journal of Mathematics Teacher Education, 20(1), 5-29. https://doi.org/10.1007/s10857-015-9325-8
  6. Copur-Gencturk, Y. (2021). Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers. Educational Studies in Mathematics, 107(3), 525-545. https://doi.org/10.1007/s10649-021-10033-4
  7. Dignath, C., & Veenman, M. V. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning—Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533. https://doi.org/10.1007/s10648-020-09534-0
  8. Ellizar, E., Hardeli, H., Beltris, S., & Suharni, R. (2018). Development of scientific approach based on discovery learning module. In IOP Conference Series: Materials Science and Engineering (Vol. 335, p. 012101). IOP Publishing.
  9. Eppley, K., & Dudley-Marling, C. (2019). Does direct instruction work?: A critical assessment of direct instruction research and its theoretical perspective. Journal of Curriculum and Pedagogy, 16(1), 35-54. https://doi.org/10.1080/15505170.2018.1438321
  10. Fritz, A., Haase, V. G., & Rasanen, P. (2019). International handbook of mathematical learning difficulties. Cham, Switzerland: Springer, 843. https://doi.org/10.1007/978-3-319-97148-3
  11. Gebre, E. (2022). Conceptions and perspectives of data literacy in secondary education. British Journal of Educational Technology, 53(5), 1080-1095. https://doi.org/10.1111/bjet.13246
  12. Hariyanto, H., Hikamah, S. R., Maghfiroh, N. H., & Priawasana, E. (2023). The potential of the discovery learning model integrated the reading, questioning, and answering model on cross-cultural high school students’ problem-solving skills. Journal of Education and Learning (EduLearn), 17(1), 58-66.
  13. Hooshyar, D., Kori, K., Pedaste, M., & Bardone, E. (2019). The potential of open learner models to promote active thinking by enhancing self‐regulated learning in online higher education learning environments. British Journal of Educational Technology, 50(5), 2365-2386. https://doi.org/10.1111/bjet.12826
  14. Kartika, Y., Hutapea, N. M., & Kartini, K. (2020). Mathematical learning development using discovery learning model to improve mathematical understanding skills of students. Journal of Educational Sciences, 4(1), 124-132.
  15. Kusumadewi, R. F., Neolaka, A., & Yasin, M. (2020). Improving the ability of understanding mathematical concepts through digital-based comics for elementary school students. Al Ibtida: Jurnal Pendidikan Guru MI, 7(2), 280-294.
  16. Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. Zdm, 51(6), 869-884. https://doi.org/10.1007/s11858-019-01100-5
  17. Maifi, Y. K., & Ahmad, A. (2021). Students’ understanding of mathematical concepts and their self-confidence through a discovery learning model. In Journal of Physics: Conference Series (Vol. 1882, No. 1, p. 012081). IOP Publishing.
  18. Manurung, A. S., & Pappachan, P. (2025). The role of discovery learning in efforts to develop students' critical thinking abilities. Journal of Education and Learning (EduLearn), 19(1), 46-53. https://doi.org/10.11591/edulearn.v19i1.21788
  19. Matsuyama, Y., Nakaya, M., Okazaki, H., Lebowitz, A. J., Leppink, J., & Van der Vleuten, C. (2019). Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting. BMC medical education, 19(1), 152. https://doi.org/10.1186/s12909-019-1550-x
  20. Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.
  21. Nilimaa, J. (2023). New examination approach for real-world creativity and problem-solving skills in mathematics. Trends in Higher Education, 2(3), 477-495. https://doi.org/10.3390/higheredu2030028
  22. Novantri, W., Maison, M., Muslim, M., & Aftriyati, L. W. (2020). Are Discovery Learning and Independent Learning Effective in Improving Students’ Cognitive Skills?. Indonesian Journal of Science and Mathematics Education, 3(2), 144-152. https://doi.org/10.24042/ijsme.v3i2.6615
  23. Palinussa, A. L., Lakusa, J. S., & Moma, L. (2023). Comparison of problem-based learning and discovery learning to improve students' mathematical critical thinking skills. Formatif: Jurnal Ilmiah Pendidikan MIPA, 13(1).
  24. Prabowo, A., Suryadi, D., Dasari, D., Juandi, D., & Junaedi, I. (2022). Learning obstacles in the making of lesson plans by prospective mathematics teacher students. Education Research International, 2022(1), 2896860. https://doi.org/10.1155/2022/2896860
  25. Rahayu, M. S. I., & Kuswanto, H. (2021). The Effectiveness of the Use of the Android-Based Carom Games Comic Integrated to Discovery Learning in Improving Critical Thinking and Mathematical Representation Abilities. Journal of Technology and Science Education, 11(2), 270-283.
  26. Rahmah, A. K. (2023). Penerapan Model Pembelajaran Discovery Learning Dalam Meningkatkan Hasil Belajar Siswa. Jurnal Sultan Idris Pendidikan Profesi Guru, 1(3). https://doi.org/10.21093/sippg.v1i3.6700
  27. Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of nontraditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education sciences, 9(4), 273. https://doi.org/10.3390/educsci9040273
  28. Seel, N. M. (2017). Model-based learning: A synthesis of theory and research. Educational Technology Research and Development, 65(4), 931-966. https://doi.org/10.1007/s11423-016-9507-9
  29. Serrano Corkin, D., Coleman, S. L., & Ekmekci, A. (2019). Navigating the challenges of student-centered mathematics teaching in an urban context. The Urban Review, 51(3), 370-403. https://doi.org/10.1007/s11256-018-0485-6
  30. Setyaningrum, W. (2018). Blended Learning: Does it help students in understanding mathematical concepts?. Jurnal Riset Pendidikan Matematika, 5(2), 244-253.
  31. Shavkidinova, D., Suyunova, F., & Kholdarova, J. (2023). Education is an important factor in human and country development. Current research journal of pedagogics, 4(01), 27-34.
  32. Simon, M. A. (2017). Explicating mathematical concept and mathematicalconception as theoretical constructs for mathematics education research. Educational Studies in Mathematics, 94(2), 117-137.
  33. Sun, Z., & Xie, K. (2020). How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and Higher Education, 46, 100731. https://doi.org/10.1016/j.iheduc.2020.100731
  34. Tanjung, D. F., Syahputra, E., & Irvan, I. (2020). Problem based learning, discovery learning, and open ended models: An experiment on mathematical problem solving ability. JTAM (Jurnal Teori dan Aplikasi Matematika), 4(1), 9-16. https://doi.org/10.31764/jtam.v4i1.1736
  35. Thanheiser, E., & Melhuish, K. (2023). Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning. The Journal of Mathematical Behavior, 70, 101032. https://doi.org/10.1016/j.jmathb.2023.101032
  36. Wu, Y., & Schunn, C. D. (2023). Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback. Contemporary Educational Psychology, 73, 102160. https://doi.org/10.1016/j.cedpsych.2023.102160
  37. Wulandari, I. G. A., Sa’dijah, C., As’ari, A. R., & Rahardjo, S. (2018). Modified guided discovery model: a conceptual framework for designing learning model using guided discovery to promote student’s analytical thinking skills. In Journal of Physics: Conference Series (Vol. 1028, No. 1, p. 012153). IOP Publishing.

Copyright (c) 2025 Putri Wulandari Ranggoli, Novianita Achmad, Putri Ekawaty Kobandaha

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 40 41 42 43 44 45 46 47 48 49 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Discovery Learning Model Mathematical Concept Middle School Understanding