Avit Aziizil Sulistya Ningrum, 4101417128 (2023) THE EFFECTIVENESS OF DISCOVERY LEARNING MODEL ASSISTED BY WHATSAPP WITH DYNAMIC ASSESSMENT ON THE ABILITY TO UNDERSTAND MATHEMATICAL CONCEPTS IN VIEW OF STUDENTS LEARNING SELF-RELIANCE. Under Graduates thesis, UNNES.

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Abstract

This research aims to determine the effectiveness of the WA-assisted DL model with dynamic assessment on the ability to understand mathematical concepts in terms of learning independence, determine the effect of learning independence on students' ability to understand mathematical concepts in the WA-assisted DL model using dynamic assessment, and describe students' ability to understand mathematical concepts in terms of of independent learning in the WA-assisted DL model using dynamic assessment. This research uses mixed methods with a sequential explanatory design. The population of this research is class VII MTs YaRobi for the 2022/2023 academic year. Sampling with techniquessimple random samplingwith class VII A students as the experimental group and class VII B students as the control group. The subjects were 6 students consisting of 2 students from each category of learning independence who were selected through the results of a questionnaire. Research data collection uses tests, questionnaires and interviews. The research results show that (1) with the t testshows that the average ability to understand mathematical concepts of students in the experimental group is more than the control group, namely by value so that the DL model is effective for the ability to understand concepts; (2) students' ability to understand mathematical concepts in the WA-assisted DL model using dynamic assessment reaches classical completion and shows an average of achieving BTA; (3) The average ability to understand mathematical concepts of students in the WA-assisted DL model using dynamic assessment is more than students in the DL model; (4) the proportion of students' ability to understand mathematical concepts in the WA-assisted DL model using dynamic assessment is greater than that of students in the DL model; (5) there is a positive influence of student learning independence on the ability to understand mathematical concepts in the WA-assisted DL model with dynamic assessment; and (6)Students with high learning independence are able to meet all indicators of understanding mathematical concepts. Students with moderate learning independence are quite capable of meeting the indicators of understanding mathematical concepts. Students with low levels of learning independence are less able to meet indicators of understanding mathematical concepts.

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