Self-confidence and mathematics achievement using guided discovery learning in scientific approach

Abstract

The aimed of this research is to describe the effect of guided discovery learning in scientific approach toward student achievement and self-confidence. This research is quasi-experiment with the pre-test post-test design. The study was conducted in grade 7, with an age range of about 12-13 years, in one of the schools in the suburbs with the quality of students input being in the middle category. The data collected by using mathematics achievement test and self-confidence questionnaire that has been declared valid by the expert team. The criterions of effective are: 1) post-test score is higher than pre-test score; 2) the average of student achievement score is higher than 75; 3) the average of self-confidence score is higher than medium category; 4) the proportion of student that pass the achievement criterion is more than 70%; and 5) the proportion of student self-confidence that reaches very high and high is more than 70%. The result of this research showed that guided discovery learning in scientific approach is effective on students' mathematics achievement and self-confidence.