The Effect of Inquiry Learning and Discovery Learning on Student Learning Achievement Viewed from Spatial Intelligence

Abdul Aziz, Budiyono Budiyono, Sri Subanti

Abstract


The goal of this study is to determine the effects of inquiry learning and discovery learning upon learning achievement of junior high school students viewed from spatial intelligence. The learning models compared were inquiry learning, discovery learning, and classical model. This study used a quasi-experimental approach with a 3 x 3 factorial design. The population was all students Grade 8 of junior high school in Solo. The sample used a stratified cluster random sampling strategy which consisted of 260 students, divided into three groups, namely: 86 students in experimental group 1, 86 students in experimental group 2, and 88 students in control group. The instruments used included a mathematics achievement test and a spatial intelligence test. The data analysis used the two-way multivariate analysis of variance. The results of this study are as follows: (1) inquiry learning and discovery learning gave better learning achievement than the classical model, while inquiry learning and discovery learning resulted the same learning achievement, (2) students with high spatial intelligence had similar learning achievement with those with middle spatial intelligence, and (3) students with high and middle spatial intelligence had better learning
achievement than students who had low spatial intelligence.


Keywords


inquiry learning; discovery learning; spatial intelligence; learning achievement

Full Text:

PDF

References


Dheeraj, D., & Kumari, R. (2013). Effect of co-operative learning on achievement in environmental science of school student. International Journal of Scientific and Research Publications, 3(2), 1-3.

Devi, A. S. (2014). Active learning models for effective teaching. India: Jawaharlal Nehru Technological University Hyderabad.

Dona, D. P. (2013). Kemampuan komunikasi matematis dalam pemecahan masalah matematika sesuai dengan gaya kognitif pada siswa kelas IX SMP Negeri 1 Surakarta tahun pelajaran 2012/2013 (Master’s thesis). Universitas Negeri Surakarta, Surakarta.

Hamalik, O. (2001). Proses belajar mengajar. Bandung : Bumi Aksara.

Hamzah, A., & Muhlisrarini. (2014). Perencanaan dan strategi pembelajaran matematika. Jakarta: PT Raja Grafindo Persada.

Harmony, J., & Theis, R. (2012). Pengaruh kemampuan spasial terhadap hasil belajar matematika siswa kelas VII SMP Negeri 9 Kota Jambi. Edumatica, 2(1), 11-19.

Hoong, L. Y., & Khoh, L. S. (2012). Effects of geometer’s sketchpad on spatial ability and achievement in transformation geometry among secondary two students in Singapore. National Institute of Education, Nanyang Technological University, Singapore.

Hirschfeld, K. (2008). Mathematical communication, conceptual understanding, and student’s attitudes toward mathematics (In partial fulfilment of the MAT Degree). University of Nebraska-Lincoln.

Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21. Bogor: Ghalia Indonesia.

Kemendikbud. (2014). Implementasi kurikulum 2013. Jakarta: Kemendikbud.

NCTM. (2000). Principles and standards for school mathematics. Reston VA: NCTM.

Slameto. (2003). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta: Rineka Cipta.

Tambunan, S. T. (2006). Hubungan antara kemampuan spasial dengan prestasi belajar matematika. Makara, Sosial Humaniora, 9(1), 27-32.

Yaumi, M. (2012). Pembelajaran berbasis multiple intelligences. Jakarta: PT Dian Rakyat.




DOI: https://doi.org/10.46517/seamej.v7i2.54

Refbacks

  • There are currently no refbacks.



Indexed by:

      


Southeast Asian Mathematics Education Journal
SEAMEO Regional Centre for QITEP in Mathematics
Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman
Yogyakarta, Indonesia
Telp. +62 274 889955
Email: seamej@qitepinmath.org


p-ISSN: 2089-4716 | e-ISSN: 2721-8546


Southeast Asian Mathematics Education Journal is licensed under a Creative Commons Attribution 4.0 International License

View My Stats

 Supported by: