The Effect Of Guided Discovery Learning Models On Mathematical Flowing Viewed From The Initial Capability Of Mathematics

This study aims to obtain empirical data about differences in students mathematical reasoning that are taught with the learning model used, namely guided discovery learning models and direct learning models reviewed from students' initial mathematical abilities. Quasi-experimental research withdesign <em>2 x 2 treatment by level </em>was carried out in class X SMK Negeri 1 Boalemo even semester 2014-2015 Academic Year. Research data was obtained through mathematical reasoning tests and preliminary math ability tests. Analysis of mathematical reasoning data which is grouped based on the initial math ability test scores which become attribute variables includes high and low initial abilities. Research data is analyzed in two parts, namely analysis of description and inferential analysis to test the research statistical hypothesis. This research produces findings, namely: (1) There are differences in students' mathematical reasoning between students who are learned by guided discovery learning models with direct learning models. (2) There is an interaction between the guided discovery learning model and the initial ability to mathematical reasoning abilities. (3) Mathematical reasoning of students who are taught by discovery discovery learning models is higher than direct learning models for students with high initial abilities. (4) Mathematical reasoning of students who are taught with guided discovery learning models is lower than the direct learning model for students with low initial abilities.