The effect of the discovery learning model on students' mathematical communication skills
DOI:
https://doi.org/10.30606/absis.v9i2.4478Keywords:
discovery learning, junior high school students, mathematical communication skills, quasi-experimental designAbstract
The demands of 21st-century learning identify mathematical communication skills as an essential competency that needs to be developed through active and meaningful learning models. This study aimed to determine the effect of implementing discovery learning on students’ mathematical communication skills. This study employed a quasi-experimental method with a quantitative approach and a pretest--posttest control group design. The population consisted of all eighth-grade students in the regular program at SMP Negeri 10 Bandar Lampung during the 2025/2026 academic year and was distributed across six classes. The research sample was selected using purposive sampling and consisted of class VIII-6, with 30 students, as the experimental class and class VIII-10, with 30 students, as the control class. Data were collected using a mathematical communication skills test. The results showed that discovery learning had a significant effect on students’ mathematical communication skills. The Mann--Whitney U test yielded Zcount = −3.21 < Zcritical = −1.64 at the 0.05 significance level; therefore, H0 was rejected. In addition, the mean N-Gain score of students in the discovery learning class (0.69) was higher than that of students in the conventional learning class (0.53), indicating that students taught through discovery learning demonstrated greater improvement in mathematical communication skills.
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