A Comparative Study of Guided Discovery Learning and REACT Strategy Toward Problem-Solving Skill and Self-Regulated Learning on Fifth Grade Students
- DOI
- 10.2991/assehr.k.200129.109How to use a DOI?
- Keywords
- guided discovery learning, problem-solving skills, REACT strategy, self-regulated learning
- Abstract
Guided Discovery Learning and REACT Strategy conclude to constructivism learning methods focus on students center. Consider problem-solving skills is one of the mathematics learning objectives; it needs to know which one is more effective between Guided Discovery Learning and REACT Strategy. The study aimed to compare the effectiveness of Guided Discovery Learning and REACT strategies on problem-solving abilities and self-regulated learning. A Quasi-experimental research and research population were students of State Elementary School students in East Jakarta. Samples were taken using a cluster sampling technique. The research instruments are an essay test for problem solving-skill and questionnaires for self-regulated learning. The data were processed by Mancova. The findings of the study indicate that: 1) Guided Discovery Learning and REACT methods adequately improve problem-solving and self-regulated learning; 2) Guided Discovery Learning is more effective increasing problem-solving skill than REACT strategy; 3) There was no differences effect between GDL and REACT Strategy on increasing self-regulated learning
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yurniwati AU - Yunia Astuti AU - Anis Kania Putri Januar PY - 2020 DA - 2020/02/05 TI - A Comparative Study of Guided Discovery Learning and REACT Strategy Toward Problem-Solving Skill and Self-Regulated Learning on Fifth Grade Students BT - Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019) PB - Atlantis Press SP - 882 EP - 890 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200129.109 DO - 10.2991/assehr.k.200129.109 ID - 2020 ER -