Thesis with the title “Effect of Guided Discovery Learning Model Against
Student Result In Relation Function Creative Class X MA Swasta in
Tulungagung” was written by Abdai Riska Rotamya advisor by Dr. Eny
Setyowati, S. Pd. M. M.
Keywords: guided discovery, learning outcomes, relation function
This research was motivated by the results of student learning is still low.
One contributing factor is the conventional learning models that don’t encourage
student to actively participate in the learning process, so it takes an innovative
learning model. In this case the researchers attributed a Guided Discovery
learning model with the result for students MA At – Thohiriyah Ngantru
Tulungagung. This study aims to 1) Knowing the result of mathematical learning
material Relation Function with Guide Discovery Learning model, 2) Knowing
the positive and significant effect on the Guided Discovery learning model on
student learning outcomes, 3) Knowing the influence of Guide Discovery learning
model on student learning outcomes.
This study use a quantitative research approach to the type of experimental
research. In this experiment the researchers used a quasi-experimental, and uses
two classes as research, the experimental class and control class. The population
of this research is all class X MA At – Thohiriyah Ngantru Tulungagung
consisting of X-A and X-B. Because MA At – Thohiriyah class X consists of two
class only, the researchers used these two classes as the object, is X-A class
consist of 20 student as a class experimental with applying the guide discovery
learning model and X-B consists of 25 students as the control class with
convenstional models. The subjects studies are mathematics with the subject
matter of relation function.
This study used the method of documentation an testing. Documentation
method used to obtain data related to school data, teacher data and students data.
While the test method used to obtain data research student learning outcomes in
material relation function.
The result showed that 1) The average result of students in the
experimental class reached 75.4 is quite good compared to the average control
class is 59.04, 2) These is a positive an significant impact learning model guided
discovery to the learning outcomes of students who demonstrated with t count > t
table or 3.128 > 2.0021 and sig. (2-tailed) = 0.003 < 0.05, 3) Of the effect og
guided discovery learning model to the learning outcomes of students is equal to
0.98244, and in the interpretation table Cohen’s is 82%. Based on the
interpretation it can be concluded that the effect of guided discovery learning
model to the learning outcomes include in the high category.
الملخص
ٚوزت اعشٚحخ رحذ غٕٛاْ "اصش اخزشاع االسشبد٠خ اٌزعٍُ ّٔٛرط ضذ ٔزب ئجظ اٌغج ة ج ٟاٌعج لجخ
االثذاع١خ اٌفئخ ٟاٌغب٘ش ٗ٠عٕز١شٚا رٌٛٛعىٛع" حست اثذاء سصق ساربَ ٠ب رسزششذ ا ٕٝ٠سز١بٚاع.ٟ
وبْ اٌذا ع ٚساء ٘زا اٌجحش ِٓ ٔزبئظ رعٍُ اٌغ ة ال رضاي ِٕخفضخ .احذ اٌعٛاًِ اٌّسبّ٘خ ّٔبرط
اٌزعٍُ اٌزمٍ١ذ ٗ٠اٌز ٟال رشغع اٌغ ة عٍ ٝاٌّشبسوخ ثٕشبسوخ ثٕشبط ٝعٍّ١خ اٌزعٍُ ٌ ,زٌه ٠بخز ّٔٛرط
اٌزعٍُ اٌّجزىشح٘ ٝ .زٖ اٌحبٌخ ٚعضا اٌجبحضّٛٔ ْٛرط اٌزعٍُ االوزشبف اٌّٛخٗ ِع إٌزبئظ ٌٍغ ة ٝ
ِبعسز١ش ٟ ٝاٌغب٘ش ٗ٠عٕز١شٚا رٌٛٛعىٛعٚ .رٙذف ٘زٖ اٌذساسخ اٌِ )۱ ٝعش خ ٔزبئظ س٠بض١خ اٌّٛد
اٌزعٍ١ّ١خ اٌع لبد ٚظ١فخ ِع ّٔٛرط اٌزعٍُ االوزشبف اٌّٛعِٗ )۲,عش خ ربءص١ش ا٠غبثٚ ٟوج١ش عٍٔ ٝزبئظ رعٍُ
اٌغ ة ّٔٛرط اٌزعٍُ االوزشبف اٌّٛعِٗ )۳ ,عش خ ربص١ش اٌّٛعٙخ ّٔٛرط اٌزعٍُ ثبالوزشبف عٍٔ ٝزبئظ رعٍُ
اٌغ ة.
رسزخذَ ٘زٖ اٌذساسخ ِٕٙظ اٌجحش اٌىٌّٕٛ ٝع ِٓ اٌجحٛس اٌزغش٠ج١خ٘ ٟ .زٖ اٌزظ ثخ اسزخذَ
اٌجبحض ْٛشجخ اٌزغش ٠ج١خ٠ٚ ,سزمذَ ئزِ ٓ١ضً اٌجحش ٚاٌغجزّٗ ٚس١غشح ئذ اٌزغش٠ج١خ ,سىبْ ٘زا اٌجحش ٘ٛ
وً ئذ ٟاٌغٙش ٗ٠عٕز١شٚا رٌٛٛعىٛع رزىٓ ِٓ (اَ) ( ٚةَ) .الْ اٌغجمخ ٟاٌغٙش ٗ٠عٕز١شٚا
رٌٛٛعىٛع١زى ِٓ ْٛئز ٓ١مظ ,اسزخذَ اٌجحض٘ ْٛبر ٓ١اٌغجمز ٓ١وىبئٓ .ا ٞاٌغجمخ (اَ) رى ِٓ ْٛعشرون
خمْسَحَ وَعِشْرُوْنَ الطالب في
طالة كتجرت ح الدرجح مع تطثيق ومىذج التعلم المىجهح ديسكفري و (بَ) تكىن مه َ
طثقح السيطرج مع الىماذج التتمليديح .المىضىعاخ المدروسح هي الرياضياخ مع مىضىع وظائف العالقاخ.
اسزخذِزخذِذ ٘زٖ إٌّٙظ اٌٛصبئك ٚاالخزجبس .عشق اٌزٛص١ك اي ِسزخذِخ ٌٍحصٛي عٍ ٝاٌج١بٔبد
اٌّزعٍمخ ثبٌج١بٔبد اٌّذسسخ ,ث١بٔبد اٌّعٍّٚ ٓ١ث١بٔبد اٌغ ة ٟ .ح ٓ١اْ عش٠مخ االخزجبس اسزخذاِٙب
ٌٍحصٛي عٍٔ ٝزبئظ رعٍُ اٌغبٌت اٌجبحش اٌج١بٔبد ٚ ٟظ١فخ اٌّٛاد اٌع لخ.
ٚاظٙشد إٌزبئظ اْ )۱ثٍغ ِزٛسظ ٔزبئظ اٌغ ة ٟاٌصف اٌزغش٠ج١خ ۵..۴ع١ذ عذا ثبٌّمشٔخ ِع
ِزٛسظ دسعخ اٌس١غشح ٕ٘٘ )۲ , ۴۵.٤۴ ٛبن ربص١ش ّٔٛرط اٌزعٍُ اٌّٛعٙخ اوزشبف ِٚ ُٙا٠غبثٌٕ ٟزبئظ ِع
د اٌعذ > د اٌغذٚي اٚ ۲٢٤۲۱ > ۳٢۱۲٣ ٚس١ظ۲( .اٌز ِٓ )۳ )۳ , ٤٢٤٤۴ < ٤٢٤٤۳ = )ً٠ربص١ش
اٌّٛعٙخ ّٔٛرط اٌزعٍُ ثبالوزشبف (اسزششبدا د٠سىفشٌٕ )ٞزبئظ اٌزعٍُ ٌذ ٜاٌغ ة ٠سبٟ ٚ ,٤٢۵٣۲۴۴ ٞٚ
اٌغذٚي رفس١ش وٚ . %٣۲ ٛ٘ ٓ١٘ٛاسزٕبدا اٌ ٝاْ اٌغذٚي رفس١ش رٌه ّ٠ىٓ اْ رخٍص اٌ ٝاْ ربص١ش اٌّٛعٙخ
ّٔٛرط اٌزعٍُ ثبال وزشبف (اسزششبدا د٠سىفشٌّ )ٞخشعبد اٌزعٍُ اٌّذسعخ ٟاٌفءح اٌعٍ١ب.