Abdul Mugni, Meli Amelia

Pengaruh Penggunaan Discovery Learning Berbantuan Powerpoint terhadap Kemampuan Koneksi Matematis Peserta Didik Kelas 4 di SDN Sukamurni IV Cilawu

Introduction

Pengaruh penggunaan discovery learning berbantuan powerpoint terhadap kemampuan koneksi matematis peserta didik kelas 4 di sdn sukamurni iv cilawu. Teliti pengaruh Discovery Learning berbantuan Powerpoint terhadap kemampuan koneksi matematis siswa kelas 4 di SDN Sukamurni IV. Hasilnya, ada pengaruh positif signifikan.

Abstract

Penelitian yang memiliki tujuan untuk mengetahui seberapa besar pengaruh discovery learning berbantuan powerpoint terhadap kemampuan koneksi matematis peserta didik kelas IV di SDN Sukamurni IV Cilawu. Dengan metode deskriptif kuantitatif dan mengambil sampel satu kelas, yaitu kelas IV, yang dipilih dengan teknik sampling Non-Probability Purposive. Pembeda penelitan sebelumnya adalah pada penelitian ini menggabungkan model discovery learning dengan media powerpoint. Kegiatan penelitian dilakukan selama tujuh pertemuan. Data hasil tes digunakan untuk menguji hipotesis melalui uji korelasi dan regresi. Hasil analisis menunjukkan nilai r tabel sebesar 0,4256 atau memiliki hubungan sebesar 18,12%, yang mengindikasikan adanya kaitan antara penggunaan model discovery learning berbantuan powerpoint dan peningkatan kemampuan koneksi matematis peserta didik. Uji regresi menunjukkan nilai f signifikan lebih kecil dari 5% (0,0482 < 0,05), sehingga kriteria yang diterima adalah Ha. yakni adanya pengaruh positif penggunaan model discovery learning berbantuan powerpoint terhadap kemampuan koneksi matematis peserta didik kelas IV Sukamurni IV Cilawu, dengan persamaan regresi yang diperoleh yaitu Y = 12,30+ 0,159X.

Review

The study investigates the influence of discovery learning supported by PowerPoint on the mathematical connection ability of 4th-grade students at SDN Sukamurni IV Cilawu. Employing a descriptive quantitative methodology with a single class sampled using non-probability purposive sampling, the research aimed to differentiate itself by combining these specific instructional strategies and media. Over seven meetings, student test data were subjected to correlation and regression analyses. The findings indicate a statistically significant positive influence, with the regression analysis supporting the alternative hypothesis (Ha accepted, f_significant = 0.0482 < 0.05), suggesting that this integrated approach positively impacts students' mathematical connection abilities, as illustrated by the regression equation Y = 12.30 + 0.159X. While the study suggests a positive influence, several methodological limitations deserve attention. The use of a single-class sample selected via non-probability purposive sampling significantly constrains the generalizability of the findings beyond the specific context. The absence of a control group or a pre-test/post-test design makes it difficult to definitively attribute observed improvements solely to the intervention, as other confounding factors cannot be excluded. Additionally, the interpretation of "r tabel sebesar 0,4256 atau memiliki hubungan sebesar 18,12%" requires clarification, as 18.12% typically denotes the coefficient of determination (r-squared), indicating the proportion of variance explained rather than the correlation coefficient itself, which suggests a modest effect size despite statistical significance. More detail on the assessment of mathematical connection ability and the instrument's psychometric properties would also enhance the study's rigor. Despite these limitations, this research provides a valuable initial insight into the potential of integrating discovery learning with PowerPoint to enhance mathematical connection abilities in elementary education. The identified positive influence offers practical implications for educators considering innovative pedagogical approaches to foster deeper conceptual understanding and interdisciplinary linking in mathematics. Future research could extend this work by incorporating more robust experimental designs, such as quasi-experimental studies with control groups and larger, more diverse samples, to bolster generalizability and establish stronger causal inferences. Further explication of the specific pedagogical implementations within the "discovery learning berbantuan powerpoint" framework and a detailed discussion of the types of mathematical connections targeted would also enrich the study's contribution and practical utility.

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