The Effect of Discovery Learning Model Based on Differentiated Instruction on High School Students’ Mathematical Conceptual Understanding and Self-Regulated Learning in Trigonometric Ratios Material
Abstract
This study aims to describe: (1) the effect of discovery learning model based on differentiated instruction on students' mathematical concept understanding and self-regulated learning; (2) the superiority of discovery learning model based on differentiated instruction learning model in terms of students' mathematical concept understanding; and (3) the superiority of discovery learning model based on differentiated instruction in terms of students' self-regulated learning. This research is a quasi-experimental study. The population of this study consisted of all grade X students at State Senior High School 1 Sape during the first semester of the 2024/2025 academic year. The samples included classes X-B and X-D, each comprising 39 students. Class X-D served as the experimental group using discovery learning model based on differentiated instruction (DLDI), while class X-B served as the control group with the direct instruction learning model (DI). Data collection methods included a mathematical concept understanding test consisting of four essay questions and a self-regulated learning questionnaire with 16 statements. To determine the effect of the learning models, a two-sample mean vector comparison test using Hotelling's T² statistic was employed. Additionally, to assess the superiority of the DLDI model over the DI model, an independent t-test was used. This analysis also identified the more effective learning model for each specific skill. The study results indicate that: (1) The DLDI learning model significantly influences students' mathematical concept understanding and self-regulated learning simultaneously; (2) The DLDI model outperforms the DI learning model in terms of students' mathematical concept understanding; and (3) The DLDI model outperforms the DI learning model in terms of students' self-regulated learning.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i9.7011
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