The Effectiveness of Guided Inquiry on Understanding Mathematical Concepts

Abstract

Mathematical learning is a teaching and learning process carried out by teachers to improve students' mastery of mathematical materials, aiming at cultivating students' thinking creativity and improving their ability to construct new knowledge. The purpose of learning mathematics is very necessary to the learning process, because with the achievement of these learning objectives, a mathematics learning process can be called successful. Based on the facts in the field students have a poor understanding of mathematics, especially in understanding what is the greatest common multiple (KPK) and least common factor (FPB) because in learning students are afraid to ask questions and teachers only use the lecture method in explaining the material. The purpose of this research is to analyze the effectiveness of the application of the guided inquiry learning model in understanding the concept of the KPK and the FPB in fourth-grade elementary school students in the Demak District. The research method is quasi-experimental, with a quantitative approach, Nonequivalent Control Group Design. The research population was all fourth-grade students of Sultan Fatah Group, Demak District. The sample in this study used 2 elementary schools, namely Public Primary School No. 5 Bintoro as the experimental class and Public Primary School No. 3 Betokan as the control class. with a purposeful sampling technique. Data collection techniques with description tests. The data analysis technique uses data description, the prerequisite test includes normality test and homogeneity test, and the final analysis (hypothesis test) with independent sample t-test. The results showed that the effectiveness of the guided inquiry learning model in understanding the concepts of the KPK and the FPB in fourth-grade elementary school students based on the sig (2-tailed) value of 0.00 with a significance level of 0.05, then value 0.00 < 0.05. Using a guided inquiry model requires students to take an active role in the learning process and use real-life experience as a starting point for learning, which is then presented. Students can also interact in group discussions and learn from friends about other experiences or the most important ideas or concepts for better learning outcomes. The suggestion from the conclusion is that teachers need to be able to make learning more meaningful for students, so teachers need to be creative in learning, and able to innovate in learning both methods, learning models, administration, and learning media.