Enhancing Students' Self-Efficacy and Mathematical Analysis Skills: Applying the Guided Discovery Learning Model Supported by YouTube
Article Sidebar
Main Article Content
Abstract
This study aims to investigate the impact of utilizing the Guided Discovery Learning (GDL) model supported by YouTube on enhancing self-efficacy and mathematical analysis abilities among junior high school students. Adopting a quantitative approach, this research was structured as a quasi-experimental design with a post-test only control group arrangement. Data was collected through subjective questionnaires, descriptive questions, and documentation. Data analysis was conducted using MANOVA with the aid of SPSS version 25. The findings indicate a significant difference in self-efficacy and mathematical analysis skills between students who participated in learning using the GDL model supported by YouTube compared to those who engaged in GDL without YouTube and expository learning methods. MANOVA testing, following the tests for data normality and homogeneity, affirmed the effectiveness of the YouTube-assisted GDL model in enhancing both variables. This study confirms that the application of the Guided Discovery Learning model with YouTube support significantly improves self-efficacy and mathematical analysis skills in junior high school students compared to other learning methods. This highlights the potential of integrating online resources like YouTube into teaching methods to facilitate more interactive learning experiences and improve student learning outcomes.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Journal of Philology and Educational Sciences is licensed under a Creative Commons Attribution License 4.0 (CC BY-4.0).
References
Admoko, S., Yantidewi, M., & Oktafia, R. (2019). The implementation of guided discovery learning using virtual lab simulation to reduce students’ misconception on mechanical wave. In Journal of Physics: Conference Series (Vol. 1417, No. 1, p. 012089). IOP Publishing.
Afifah, A. (2021). Metode guided discovery Dalam Pembelajaran Matematika: Pendekatan Riset. Syiah Kuala Univer-sity Press.
Armin, A., & Sumendap, L. Y. S. (2022). 164 Model Pembelajaran Kontemporer. Pusat Penerbitan LPPM.
Bandura, A. (2013). Self-Efficacy: The foundation of agency. In control of human behavior, mental processes, and con-sciousness (pp. 16–30). Psychology Press. https://www.taylorfrancis.com/chapters/edit/10.4324/9781410605412-3/self-efficacy-foundation-agency1-albert-bandura
Bayharti, B., Azumar, O. R., Andromeda, A., & Yerimadesi, Y. (2019, October). Effectiveness of redox and electro-chemical cell module based guided discovery learning on critical thinking skills and student learning outcomes of high school. In Journal of Physics: Conference Series (Vol. 1317, No. 1, p. 012144). IOP Publishing.
Cervone, D., Mercurio, L. D., & Lilley, C. M. (2020). The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal. Journal of Educational Psychology, 112(8). https://doi.org/10.1037/edu0000454
De Jong, T., & Lazonder, A. W. (2014). 15 the guided discovery learning principle in multimedia learning. The Cam-bridge Handbook of Multimedia Learning, 371. https://doi.org/10.1017/CBO9781139547369.019
Denton, J. A., & Gokhale, C. S. (2020). Synthetic symbiosis under environmental disturbances. Msystems, 5(3). https://doi.org/10.1128/msystems.00187-20
Hadianti, S., Rohmah, D. W. M., Aliah, N., Jamilah, S., & Pantow, J. B. S. (2022). Promoting guided-discovery learning through WhatsApp to students in Open University. Journal of Learning and Technology, 1(1). https://doi.org/10.33830/jlt.v1i1.3262
Huang, L.-Y. (2010). Designing mobile gaming narratives for guided discovery learning in interactive environments. 454–461.
Ismawati, E., Amertawengrum, I. P., & Anindita, K. A. (2023). Portrait of education in Indonesia: Learning from PISA results 2015 to Present. International Journal of Learning, Teaching and Educational Research, 22(1), 321–340. https://doi.org/10.26803/ijlter.22.1.18
Janssen, F. J. J. M., Westbroek, H. B., & Van Driel, J. H. (2014). How to make guided discovery learning practical for student teachers. Instructional Science, 42(1), 67–90. https://doi.org/10.1007/s11251-013-9296-z
Karan, E., & Brown, L. (2022). Enhancing student's problem-solving skills through project-based learning. Journal of Problem Based Learning in Higher Education, 10(1), 74-87.
Leikuma-Rimicāne, L., Baloran, E. T., Ceballos, R. F., & Medina, M. N. (2022). The role of higher education in shaping global talent competitiveness and talent growth. International Journal of Information and Education Technology, 12(11). https://doi.org/10.18178/ijiet.2022.12.11.1741
Lestari, A., Lisanti, E., & Ristanto, R. H. (2021). Developing guided discovery learning-based neurodroid learning media for critical thinking skills. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 6(2). https://doi.org/10.24042/tadris.v6i2.9802
Leutner, D. (1993). Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support. Learning and instruction, 3(2), 113-132.
Luu, H. V. (2023). A study on self-efficacy of students majoring in the Chinese language at a university in Ho Chi Minh City, Vietnam. International Journal of Advanced and Applied Sciences, 10(2). https://doi.org/10.21833/ijaas.2023.02.007
Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: in-structors’ perspectives. Journal of computing in higher education, 29, 179-200.
Mailizar, M., & Fan, L. (2019). Indonesian teachers’ knowledge of ICT and the use of ICT in secondary mathematics teaching. EURASIA Journal of Mathematics, Science and Technology Education, 16(1). https://doi.org/10.29333/ejmste/110352
Majid, N. A. A., & Majid, N. A. (2018). Augmented reality to promote guided discovery learning for STEM learning. In-ternational Journal on Advanced Science, Engineering, and Information Technology, 8(4–2), 1494–1500. Sco-pus. https://doi.org/10.18517/ijaseit.8.4-2.6801
Martin, E. S. (2020). The validation of an L2 English listening self-efficacy instrument using Rasch analysis. Shiken 24.2, 24(2). https://doi.org/10.37546/jaltsig.teval24.2-1
Meany, J. E., Minderhout, V., & Pocker, Y. (2001). Application of Hammond’s postulate: An activity for guided discov-ery learning in organic chemistry. Journal of Chemical Education, 78(2), 204–207. https://doi.org/10.1021/ed078p204
Murni, S., & Ruqoyyah, S. (2020). Development of teaching materials using a realistic mathematics education approach in a multiple intelligences perspective of elementary school students. PrimaryEdu - Journal of Primary Educa-tion, 4(2). https://doi.org/10.22460/pej.v4i2.1912
Nam, B. H. (2022). Promoting global citizenship and multiculturalism in higher education: The Korea International Co-operation Agency’s global volunteering in the Asia Pacific region (Promoviendo el multiculturalismo y la ciuda-danía global en la educación superior: el voluntariado global de la Agencia de Cooperación Internacional de Corea en la región de Asia Pacífico). Culture and Education, 35(1). https://doi.org/10.1080/11356405.2022.2133284
Negescu, M. D. O., Lădaru, G.-R., Vasilache, P. C., & Angheluță, P. S. (2021). Learning mobility for tertiary education in the context of globalization in European Union. SHS Web of Conferences, 129. https://doi.org/10.1051/shsconf/202112908012
Olobia, L. P. (2023). Internationalization of education in the post-pandemic: A model for sustainable education. East Asian Journal of Multidisciplinary Research, 2(1). https://doi.org/10.55927/eajmr.v2i1.2415
Ristanto, R. H., Sabrina, A., & Komala, R. (2022). Critical thinking skills of environmental changes: A biological in-struction using guided discovery learning-argument mapping (GDL-AM). Participatory Educational Research, 9(1). https://doi.org/10.17275/per.22.10.9.1
Rozi, F., Suparman, Ruhama, M. A. H., Tohopi, R., Im, R., Djawa, Y., & Sari, D. P. (2020). Electronic student worksheet design based on guided discovery learning to improve critical thinking ability. Journal of Advanced Research in Dynamical and Control Systems, 12(7), 502–510. https://doi.org/10.5373/JARDCS/V12I7/20202032
Sari, R. Y., & Cahyo, H. N. (2020). Effectivity of Guided Discovery Learning with Concept Mapping to improve con-ceptual understanding in endocrine system material for grade XI science class. In Journal of Physics: Conference Series (Vol. 1440, No. 1, p. 012077). IOP Publishing.
Satake, A., Chen, Y. Y., Fletcher, C., & Kosugi, Y. (2019). Drought and cool temperature cue general flowering synergis-tically in the seasonal tropical forests of Southeast Asia. Ecological Research, 34(1). https://doi.org/10.1111/1440-1703.1012
Song, X. (2022). Research on application of mathematical modeling based on Matrix Theory. Frontiers in Computing and Intelligent Systems, 2(2). https://doi.org/10.54097/fcis.v2i2.3743
Supriadi, N., Syazali, M., Lestari, B. D., Dewi, E. S., Utami, L. F., Mardani, L. A., & Putra, F. G. (2019). The utilization of project based learning and guided discovery learning: Effective methods to improve students’ mathematics abil-ity. Al-Ta Lim Journal, 25(3). https://doi.org/10.15548/jt.v25i3.487
Suratno, J., & Tonra, W. S. (2018, June). Computer-assisted guided discovery learning of algebra. In Journal of Physics: Conference Series (Vol. 1028, No. 1, p. 012132). IOP Publishing.
Uria-Albizuri, J., Desroches, M., Krupa, M., & Rodrigues, S. (2020). Inflection, Canards and Folded Singularities in Ex-citable Systems: Application to a 3D FitzHugh–Nagumo Model. Journal of Nonlinear Science, 30(6). https://doi.org/10.1007/s00332-020-09650-9
Yentür, M. M. (2023). The Effect of geography teachers’ Self-efficacy perceptions and attitudes toward teaching on their motivation. International Journal of Educational Research Review, 8(2). https://doi.org/10.24331/ijere.1255100
Yerimadesi, Y., Warlinda, Y. A., Rosanna, D. L., Sakinah, M., Putri, E. J., Guspatni, G., & Andromeda, A. (2023). Guided discovery learning-based chemistry e-module and its effect on students’ higher-order thinking skills. Jurnal Pendidikan IPA Indonesia, 12(1), 168–177. https://doi.org/10.15294/jpii.v12i1.42130