The Effectiveness of Guided Discovery Learning Assisted by Desmos on Students' Mathematical Problem-Solving Ability

Abstract

This study aims to examine the effectiveness of Guided Discovery Learning (GDL) assisted by the Desmos application in terms of junior high school students’ mathematical problem-solving ability. This study employed a quasi-experimental method with a non-equivalent pretest-posttest control group design. It was conducted at a public junior high school in Yogyakarta. The sample consisted of students from two eighth-grade classes randomly selected from seven eighth-grade classes. Class VIII-F was assigned as the experimental group and received the Guided Discovery Learning model assisted by Desmos. In contrast, Class VIII-G was assigned as the control group and received the expository learning model. Data were collected using a mathematical problem-solving ability test in the form of essay questions based on Polya’s problem-solving stages, which had been tested for validity and reliability. Data were analyzed using a one-sample t-test, a one-sample proportion test, and Analysis of Covariance (ANCOVA).  The results indicate that the average mathematical problem-solving ability of students in the experimental class significantly exceeded the KKTP () (t = 8.01; p <0.05), the proportion of students who met the KKTP threshold exceeded 75% ( Z = 2.265; p = 0.012), and Guided Discovery Learning assisted by Desmos was more effective than the expository learning model in terms of mathematical problem-solving ability after controlling for pretest scores ( F = 8.684; p=0.005,ηp2 = 0.14). In addition, students in the experimental class demonstrated better performance at each stage of problem-solving based on Polya’s framework. Thus, Guided Discovery Learning assisted by Desmos is effective for junior high school students’ mathematical problem-solving ability. Keywords: guided discovery learning, desmos, mathematical problem-solving ability, quasi-experimental study.