Pengaruh Discovery Learning dengan Pendekatan Culturally Responsive Teaching terhadap Kemampuan Pemahaman Matematis

Reza Dwi Yanuar; Edi Hidayat; Sri Tirto Madawistama

doi:10.31932/j-pimat.v8i1.6163

Pengaruh Discovery Learning dengan Pendekatan Culturally Responsive Teaching terhadap Kemampuan Pemahaman Matematis

Reza Dwi Yanuar, Edi Hidayat, Sri Tirto Madawistama

Abstract

This study aimed to investigate the effect of the Discovery Learning model integrated with a Culturally Responsive Teaching (CRT) approach on students’ mathematical understanding of systems of linear equations in two variables. An experimental method with a posttest-only control group design was employed. Data were collected using an essay-type test of mathematical understanding developed based on established indicators of mathematical comprehension. The population consisted of all ninth-grade students of SMP Negeri 8 Tasikmalaya in the 2025/2026 academic year, comprising 11 classes. Samples were selected through simple random sampling, resulting in class IX-J as the experimental group and class IX-H as the control group. Data analysis involved prerequisite tests of normality and homogeneity, followed by hypothesis testing using an independent samples t-test. The results showed that the Discovery Learning model integrated with the CRT approach had a significant effect on students’ mathematical understanding compared to Direct Instruction with a scientific approach. The t-test yielded a calculated value of 4.189 exceeding the critical value of 1.672, leading to the rejection of the null hypothesis. The coefficient of determination indicated that the treatment accounted for 23.23% of the variance in students’ mathematical understanding.

Keyword: CRT, Discovery Learning, Mathematical Understanding Ability.

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References

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DOI: https://doi.org/10.31932/j-pimat.v8i1.6163