Ristya Nur Septiani, 4101413060 (2017) MATHEMATICAL CONNECTION ABILITY THROUGH DISCOVERY LEARNING ON GCD AND LCM USING MANIPULATED PROPS IN HANOI, VIETNAM. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

In Vietnam, mathematical connection ability is one of mathematics learning aspect that should be measured. But the level of mathematical connection ability is still relatively low, because the students have not been given a great opportunity to solve problems independently. Although Discovery Learning (DL) using manipulated involves students actively in the learning process, but it has not been implemented in Vietnam. This researh is purposed to (1) examine whether the mathematical connection ability of students who learn DL using manipulated props is reach the mastery learning; (2) examine whether there are any the difference of mathematical connection ability of students who learn using DL with manipulated props, DL, and conventional learning in Vietnam; and which one is the best learning. The population of this research are the students class VI 2016/2017 at Pascal Secondary School, Hanoi Vietnam, with all of the classes as a sample. By sample random sampling technique it was obtained that class VI B as experiment class 1, class VI C as experiment class 2, and VI A as control class. The data analysis methods for this research were the right proportions test, ANOVA, equality test proportion and Scheffe as a continuing test. The conclusion of this research are (1) students’ mathematical connection ability by DL using manipulated props is reach the mastery learning, (2) there is a difference between mathematical connection ability by DL using manipulated props (DL+MP), using DL, and using conventional learning in Vietnam (C); and students’ mathematical connection ability by DL+MP better that DL, and better than C. Based on the conclusion, that are some suggestions: (1) teacher in applying DL using manipulated props always supervise students activites in the group discussion, that students who have difficulties can directly ask, therefore the time was more efficient, and (2) teacher in applying DL using manipulated props should prepare props more because most students want to try using props by themselves.

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