PENERAPAN DISCOVERY LEARNING BERBANTUAN MEDIA “CLEAVER” BERBASIS “GUSJIGANG” UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA

Savitri Wanabuliandari(1*), Sekar Dwi Ardianti(2), Fajar Nugraha(3), Gunarhadi Gunarhadi(4), Sumaji Sumaji(5), Muhammad Fathur Bagyana(6),

(1) Universitas Muria Kudus
(2) Universitas Muria Kudus
(3) Universitas Muria Kudus
(4) Universitas Sebelas Maret
(5) Universitas Muria Kudus
(6) Universitas Muria Kudus
(*) Corresponding Author


Abstract


Permasalahan dalam penelitian ini adalah rendahnya kemampuan pemahaman konsep matematis peserta didik di SD 3 Barongan, yang ditunjukkan melalui studi pendahuluan dengan rata-rata capaian hanya 36%, berada di bawah Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Proses pembelajaran yang monoton, berpusat pada guru, dan minim media kontekstual menyebabkan rendahnya partisipasi aktif serta minat belajar siswa. Urgensi penelitian ini terletak pada perlunya penerapan model pembelajaran yang mendorong keterlibatan aktif siswa dalam membangun pemahaman konsep secara mandiri dan bermakna. Model Discovery Learning berbantuan media CLEAVER (Cognitive Learning Application With Augmented Reality and Voice Recognition) yang terintegrasi dengan nilai lokal Gusjigang diharapkan mampu menjawab tantangan tersebut. Penelitian ini bertujuan untuk: (1) menganalisis kemampuan pemahaman konsep matematis siswa dengan model tersebut apakah memenuhi KKTP, (2) menganalisis perbedaan kemampuan pemahaman konsep sebelum dan sesudah pembelajaran, serta (3) menganalisis peningkatannya. Penelitian ini menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest. Subjek penelitian adalah 20 siswa kelas V SD 3 Barongan yang dipilih dengan teknik sampling jenuh. Instrumen penelitian berupa tes (pretest-posttest), dan data dianalisis menggunakan uji deskriptif kuantitati dan n-gain. Hasil penelitian menunjukkan bahwa model discovery learning berbantuan CLEAVER berbasis Gusjigang efektif meningkatkan kemampuan pemahaman konsep matematis siswa, ditunjukkan oleh 85% siswa yang mencapai KKTP, rata-rata nilai posttest sebesar 81, serta nilai gain 0,57 dalam kategori sedang.

The problem in this study is the low ability to understand mathematical concepts of students at SD 3 Barongan, which is shown through a preliminary study with an average achievement of only 36%, below the Learning Objective Achievement Criteria (KKTP). The monotonous learning process, centered on the teacher, and minimal contextual media causes low active participation and interest in learning for students. The urgency of this study lies in the need to implement a learning model that encourages active involvement of students in building conceptual understanding independently and meaningfully. The Discovery Learning model assisted by CLEAVER media (Cognitive Learning Application With Augmented Reality and Voice Recognition) integrated with local Gusjigang values is expected to be able to answer this challenge. This study aims to: (1) analyze students' mathematical concept understanding abilities with the model whether they meet the KKTP, (2) analyze differences in conceptual understanding abilities before and after learning, and (3) analyze improvements. This study uses a quantitative approach with a one-group pretest-posttest design. The subjects of the study were 20 fifth grade students of SD 3 Barongan who were selected using a saturated sampling technique. The research instrument was a test (pretest-posttest), and the data were analyzed using quantitative descriptive and n-gain tests. The results showed that the Discovery Learning model assisted by CLEAVER based on Gusjigang was effective in improving students' mathematical concept understanding abilities, as indicated by 85% of students achieving KKTP, an average posttest score of 81, and a gain score of 0.57 in the moderate category.


Keywords


CLEAVER; Discovery Learning; Gusjigang; Conceptual Understanding Ability; Mathematics

References


Albab, R. U., Wanabuliandari, S., & Sumaji, S. (2021). Pengaruh Model Problem Based Learning Berbantuan Aplikasi Gagung Duran Terhadap Kemampuan Pemecahan Masalah Siswa. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(3), 1767. https://doi.org/10.24127/ajpm.v10i3.3969

Anas, A., & A, F. (2018). Penerapan Model Pembelajaran REACT dalam Peningkatan Pemahaman Konsep Siswa. Al-Khwarizmi: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 6(2), 157–166. https://doi.org/10.24256/jpmipa.v6i2.338

Ardianti, S. D., & Wanabuliandari, S. (2021). Ethno-Edutainment Digital Module to Increase Students’ Concept Understanding. Journal of Physics: Conference Series, 1823(1). https://doi.org/10.1088/1742-6596/1823/1/012073

Ashari, N., Leonard, Suhendri, H., Nurhayati, Syafa’atun, S., & Widodo, S. A. (2020). Development of Android-Based Mathematics Learning Media. 467(Semantik 2019), 44–49. https://doi.org/10.2991/assehr.k.200827.115

Febriana, R., Haryono, Y., & Yusri, R. (2017). Effectiveness of Discovery Learning-Based Transformation Geometry Module. Journal of Physics: Conference Series, 1–5. https://doi.org/10.1088/1742-6596/895/1/012003

Fry, K., Nakar, S., & Zorn, K. (2025). Professional learning interventions for inquiry-based pedagogies in primary classrooms: A scoping review (2012–2022). In Mathematics Education Research Journal (Issue 0123456789). Springer Netherlands. https://doi.org/10.1007/s13394-024-00516-x

Gallagher, M. A., Parsons, S. A., & Vaughn, M. (2022). Adaptive teaching in mathematics: a review of the literature. Educational Review, 74(2), 298–320. https://doi.org/10.1080/00131911.2020.1722065

Gracin, D. G., & Trupčević, G. (2022). Time as a resource in mathematics education: Teachers’ perspectives. Asian Journal for Mathematics Education, 1(2), 162–186. https://doi.org/10.1177/27527263221109034

Hariyono, M., & Nur Widhi, E. (2021). Geoshape Digital: Media Pembelajaran Dalam Meningkatkan Pemahaman Konsep Matematika Sd. Jurnal Ilmiah Pendidikan Dasar, 8(1), 35. https://doi.org/10.30659/pendas.8.1.35-50

Irawati, I. D., Wanabuliandari, S., & Sumaji, S. (2022). Pengembangan Aplikasi Kreasi Berbasis Local Wisdom Untuk Siswa Kelas Vii. JIPMat, 7(1), 55–71. https://doi.org/10.26877/jipmat.v7i1.11719

Irmayanti, M., Chou, L. F., & Anuar, N. N. binti Z. (2025). Storytelling and math anxiety: a review of storytelling methods in mathematics learning in Asian countries. European Journal of Psychology of Education, 40(1), 1–26. https://doi.org/10.1007/s10212-024-00927-1

Jandiu, N. D. L. D., & Dahlan, J. A. (2025). The Effectiveness of Discovery, Inquiry, Problem, and Project-Based Learning in Mathematics Education: A Systematic Literature Review. Jurnal Pendidikan, 26(1), 268–279.

Kamaluddin, M., & Widjajanti, D. B. (2019). The Impact of Discovery Learning on Students’ Mathematics Learning Outcomes. Journal of Physics: Conference Series, 1320(1). https://doi.org/10.1088/1742-6596/1320/1/012038

Kania, N., & Arifin, Z. (2020). Aplikasi Macromedia flash untuk Meningkatkan Pemahaman Konsep Matematika Siswa. JNPM (Jurnal Nasional Pendidikan Matematika), 4(1), 96. https://doi.org/10.33603/jnpm.v4i1.2872

Karimah, U., Sunarti, T., & Munasir, M. (2023). Digital Era for Quality Education: Effectiveness of Discovery Learning with Android to Increase Scientific Literacy. IJORER : International Journal of Recent Educational Research, 4(6), 862–876. https://doi.org/10.46245/ijorer.v4i6.437

Khuriyathusyfah, N. F., & Muslim, A. (2024). Efforts to improve learning activity and learning achievement in mathematics through the discovery learning model in class iv-b of state elementary school 2 pliken. Jurnal THEOREMS (The Original Research of Mathematics), 9(1), 170–181. https://doi.org/10.31949/th.v9i1.10010

Lazonder, A. W., & Harmsen, R. (2016). Meta-Analysis of Inquiry-Based Learning: Effects of Guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366

Lestari, H. P., & Yudhanegara, M. R. (2017). Penelitian Pendidikan Matematika. PT Refika Aditama.

Lumbantobing, H., Manurung, M. M. H., Tandililing, P., Panjaitan, T., Ananta, R., & Sitepu, S. (2025). Students ’ Abilities and Activities Learning in Mathematics at Junior High School : The Discovery Learning Model Using a Scientific Approach. International Journal of Sciences: Basic and Applied Research (IJSBAR), 77(1), 38–49.

Majid, A. F., Tayeb, T., Mattoliang, L. A., Kusumayanti, A., Amin, B., & Hasanuddin, U. (2024). Development Of Augmented Reality-Based Mathematics Learning Media To Facilitate Students’ Mathematical Computational Thinking Skills. MaPan : Jurnal Matematika Dan Pembelajaran, 12(2), 416–439.

Majid, N. A. A., Mohammed, H., & Sulaiman, R. (2015). Students’ Perception of Mobile Augmented Reality Applications in Learning Computer Organization. Procedia - Social and Behavioral Sciences, 176, 111–116. https://doi.org/10.1016/j.sbspro.2015.01.450

Manurung, A. S., & Pappachan, P. (2025). The role of discovery learning in efforts to develop students’ critical thinking abilities. Journal of Education and Learning, 19(1), 46–53. https://doi.org/10.11591/edulearn.v19i1.21788

Muhammad, I., & Juandi, D. (2023). Discovery Learning Research in Mathematics Learning (1968-2023): A Bibliometric Review. Hipotenusa: Journal of Mathematical Society, 5(2), 197–214. https://doi.org/10.18326/hipotenusa.v5i2.396

Munter, C., Stein, M. K., & Smith, M. S. (2015). Dialogic and direct instruction: Two distinct models of mathematics instruction and the debate(s) surrounding them. Teachers College Record, 117(11). https://doi.org/10.1177/016146811511701102

Nasrullah, A. N., Mahuda, I., Putri Mubarika, M., Meilisa, R., & Fajari, L. E. W. (2022). Android-Based Mathematics Learning Media Assisted by Smart Apps Creator on Self-Regulated Learning Title. International Journal of Asian Education, 3(3), 160–165. https://doi.org/10.46966/ijae.v3i3.292

Njonge, T. (2023). Influence of Psychological Well-Being and School Factors on Delinquency , During the Covid-19 Period Among Secondary School Students in Selected Schools in Nakuru County : Kenya. VII(2454), 1175–1189. https://doi.org/10.47772/IJRISS

Novitasari, D. (2016). Pengaruh Penggunaan Multimedia Interaktif Terhadap Kemampuan Pemahaman Konsep Matematis Siswa. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 2(2), 8. https://doi.org/10.24853/fbc.2.2.8-18

Oranç, C., & Küntay, A. C. (2019). Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood. International Journal of Child-Computer Interaction, 21, 104–111. https://doi.org/10.1016/j.ijcci.2019.06.002

Putri, W. F., & Musdi, E. (2024). Development of guided discovery-based mathematics learning tools to enhance problem-solving skills in high school students. Al-Jabar: Jurnal Pendidikan Matematika Volume, 15(02), 401–412.

Rocha, H., Viseu, F., & Matos, S. (2024). Problem-solving in a real-life context: An approach during the learning of inequalities. European Journal of Science and Mathematics Education, 12(1), 21–37. https://doi.org/10.30935/scimath/13828

Rohendi, D., Ramadhan, M. O., Rahim, S. S. A., & Zulnaidi, H. (2025). Enhancing student ’ s interactivity and responses in learning geometry by using augmented reality. EURASIA Journal of Mathematics, Science and Technology Education, 21(1), 1–4.

Saharani, T., & Abadi, A. M. (2024). The Development of Interactive Learning Media Based on Discovery Learning Oriented to Students ’ Concept Understanding and Mathematical Disposition. Al-Ishlah: Jurnal Pendidikan, 16(4), 5220–5231. https://doi.org/10.35445/alishlah.v16i4.5681

Sartono, Zainuddin, Z., Nisa, S., & Safitri, S. (2023). the Effectiveness of Discovery Learning Model To Increas Students’ Mathematical Understanding Ability. Jurnal Cakrawala Pendas, 9(4), 723–734. https://doi.org/10.31949/jcp.v9i4.5338

Sianturi, A., Nopriyanti, T. D., & Retta, A. M. (2025). Systematic Literature Review: Augmented Reality In Math Learning. Jurnal Theorems (The Original Reasearch Of Mathematics), 9(2022), 299–309.

Sinaga, B., Sitorus, J., & Situmeang, T. (2023). The influence of students’ problem-solving understanding and results of students’ mathematics learning. Frontiers in Education, 8(February), 1–9. https://doi.org/10.3389/feduc.2023.1088556

Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabeta.

Sukri, A., Rizka, M. A., Purwanti, E., Ramdiah, S., & Lukitasari, M. (2022). A Ten-Year Bibliometric Study on Augmented Reality in Mathematical Education. European Journal of Educational Research, 11(2), 859–872.

Sulistyo, W. D., Suprapta, B., Nafiah, U., Wijaya, D. N., & Wicaksana, H. (2022). Interactive Map and Videosphere-Based Discovery Learning Model Design for Paleolithic Sites in South Kalimantan for History Learning. Anatolian Journal of Education, 7(2), 85–96. https://doi.org/10.29333/aje.2022.727a

Tanju, N., Nenohai, J. M. H., & Udil, P. A. (2024). Development of Android-based learning media on trigonometry for 10th graders. Union: Jurnal Ilmiah Pendidikan Matematika, 12(1), 145–159. https://doi.org/10.30738/union.v12i1.17021

Vatricia, S., Maizora, S., & Syukur, M. F. (2017). Pengembangan Aplikasi Komputer Sebagai Media Pembelajaran Matematika Menggunakan Metode Penemuan Terbimbing Pada Materi Lingkaran Kelas Viii. Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS), 1(1), 36–40. https://doi.org/10.33369/jp2ms.1.1.36-40

Wanabuliandari, S., & Purwaningrum, J. P. (2018). Pembelajaran Matematika Berbasis Kearifan lokal Gusjigang Kudus Pada Siswa Slow learner. Eduma : Mathematics Education Learning And Teaching, 7(1), 63–70. http://syekhnurjati.ac.id/jurnal/index.php/eduma/article/view/2724

Wanabuliandari, S., & Purwaningrum, J. P. (2018). Pembelajaran Matematika Berbasis Kearifan lokal Gusjigang Kudus Pada Siswa Slow learner. Eduma : Mathematics Education Learning and Teaching, 7(1), 63–70. https://doi.org/10.24235/eduma.v7i1.2724

Wanabuliandari, S., Sumaji, S., & Azizah, I. N. (2024). Analysis of mathematical comprehension ability in terms of self-responsibility. The 2nd International Conference of Mathematics Education, Learning, and Application, 040005(January 2023).

Wanabuliandari, S., Ulya, F. F., Sumaji, S., Ardianti, S. D., & Ghozali, M. I. (2024). Pengaruh Model Pembelajaran Matematika Realistik Berbantuan Modul Digital Interaktif Berbasis Keunggulan Lokal PANTURA JATENG Terhadap Kecerdasan Logis Matematis Siswa Mental Retardation. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 4(1), 271–280. https://doi.org/10.51574/kognitif.v4i1.1380

Wang, Q., & Abdullah, A. H. (2024). Enhancing Students’ Critical Thinking Through Mathematics in Higher Education: A Systemic Review. SAGE Open, 14(3), 1–15. https://doi.org/10.1177/21582440241275651

Wicaksono, A., & Subhan, R. A. (2015). Buku Teori Pembelajaran Bahasa 2015 (Issue December 2020).

Widodo, S. A., Prihatiningsih, A., & Taufiq, I. (2021). Single subject research: Use of interactive video in children with developmental disabilities with dyscalculia to introduce natural numbers. Participatory Educational Research, 8(2), 94–108. https://doi.org/10.17275/per.21.31.8.2

Wiliyanto, D. A., Gunarhadi, G., Anggarani, F. K., Yusuf, M., & Subagya, S. (2022). Development of augmented reality-based learning models for students with specific learning disabilities. Cypriot Journal of Educational Sciences, 17(8), 2915–2926. https://doi.org/10.18844/cjes.v17i8.7845




DOI: http://dx.doi.org/10.24127/ajpm.v14i3.9707

Refbacks

  • There are currently no refbacks.