Vol. 6 (06) pp. 745-747 DOI: 10.21474/IJAR01/7271

IMPROVING MOTIVATION AND STUDENT LEARNING OUTCOME ON GEOMETRY TRANSFORMATIONSUBJECT WITH USING MODULES BASED ON GUIDED DISCOVERY.

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  • Mathematic Education Department STKIP PGRI Sumatera Barat, Padang, West Sumatera, Indonesia.
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Abstract

Motivation and student learning outcomes depend on the learning strategy, learning media, and teaching materials used. Teaching materials used in the subject of Geometry transformation has not been able to increase motivation, interest and student learning outcomes. As a result, learning objectives and student learning outcomes are low. Therefore, it has developed teaching materials (module based on guided discovery). The purpose of this study was to determine the effect of the use of module based on guided discovery on student's motivation and learning outcomes in the subject of Geometry transformation. This research method is quasi experiment with research design one group pretest-posttest design. Sampling technique using is purposive sampling. Instruments in this study are questionnaires and test results learning. The result of the study showed that the students' learning motivation influenced 79% and 21% learning outcomes influenced by other factors. The effectiveness of student module and motivation have a significant effect on students' learning result in the course of Geometry of transformation. The module based on guided discovery causes students to be actively involved in the learning process and creatively find solutions to the problems they are given.

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How to Cite This Article

R. Febriana, Y. Haryono and R. Yusri. (2018); IMPROVING MOTIVATION AND STUDENT LEARNING OUTCOME ON GEOMETRY TRANSFORMATIONSUBJECT WITH USING MODULES BASED ON GUIDED DISCOVERY., Int. J. of Adv. Res., 6 (06), 745-747, ISSN 2320-5407. DOI: https://doi.org/10.21474/IJAR01/7271

Corresponding Author

Rina Febriana
Mathematic Education Department STKIP PGRI Sumatera Barat, Padang, West Sumatera, Indonesia
Creative Commons Attribution 4.0 This work is licensed under a Creative Commons Attribution 4.0 International License.