Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Mathematics Learning Innovation (JMLI)
Izatul Hasanah
Universitas Islam Negeri Imam Bonjol Padang, Indonesia
Mathematics

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
COMPARISON OF MATHEMATICAL CRITICAL THINKING AND COLLABORATION SKILLS BETWEEN STUDENTS TAUGHT USING STUDENT FACILITATOR AND EXPLAINING AND DISCOVERY LEARNING MODELS: Perbandingan Kemampuan Berpikir Kritis Matematis dan Kolaborasi Antara Peserta Didik yang Belajar menggunakan Model Student Facilitator and Explaining dan Discovery Learning Izatul Hasanah; Rivdya Eliza; Yulia Yulia; Abderrahim El Amrani; Elsi Fitria
Journal of Mathematics Learning Innovation Vol. 5 No. 2 (2026): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v5i2.16976

Abstract

Many students struggle to develop mathematical critical-thinking and collaboration skills, both of which are essential for learning mathematics. This study aimed to compare these outcomes between students taught using the Student Facilitator and Explaining (SFE) model and those taught using the Discovery Learning model. A quantitative quasi-experimental design was employed with two intact Grade X classes at SMAN 1 Kubung, drawn from a population of 348 students. The experimental class (n = 31) received SFE instruction, while the control class (n = 30) received Discovery Learning instruction. Data were collected using a mathematical critical-thinking test and a collaboration questionnaire, and post-intervention scores were compared between the two classes. The SFE class scored significantly higher in mathematical critical thinking, with a mean difference of 6.83 points (95% CI [0.45, 13.22], one-tailed p = .018). The SFE class also scored significantly higher in collaboration, with a mean difference of 5.05 points (95% CI [0.72, 9.38], one-tailed p = .012). These results suggest that the SFE model, which positions students as explainers of mathematical ideas to their peers, may support critical thinking and collaboration more effectively than Discovery Learning. However, because each instructional condition was assigned to only one intact class, the findings reflect differences between the two classes rather than definitive, generalizable evidence of a treatment effect. Further research involving more classes is recommended.
Co-Authors Abderrahim El Amrani Elsi Fitria Rivdya Eliza Yulia Yulia