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All Journal Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang MATHEdunesa
Sholekah, Iis
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Penerapan Model Pembelajaran Discovery Learning Berbantuan GeoGebra untuk Meningkatkan Hasil Belajar Materi Fungsi Kuadrat Sholekah, Iis; Andaini, Susy Kuspambudi; Rofiki, Imam
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p245-260

Abstract

Quadratic function is important for students to understand because they are useful for everyday life. In reality, most students still face difficulties in solving quadratic function problems. Meanwhile, quadratic function material is needed to understand subsequent material topics such as integrals, derivatives and linear programming. Apart from that, the results of observations on quadratic function material, students do not understand the visualization of quadratic function graphs and students tend to memorize formulas so that when faced with a problem, students forget which formula to use. The application of discovery learning combined with the use of GeoGebra has the potential to stimulate student understanding so that it has a positive effect on learning outcomes. Therefore, the aim of this research is to implementation discovery learning model assisted by GeoGebra to find out actions that can improve learning outcomes. This research uses Classroom Action Research (PTK) guided by the Mc. Taggart and Kemmis design with research stages which include planning, action, observation, and reflection. The subjects in this research consisted of 35 students from class X-K MAN 1 Trenggalek. Data is obtained by observing and administering tests at the end of each cycle. The research results reported that the average value of student learning outcomes after participating in Cycle I learning activities was 67.13 and 74.64 after participating in Cycle II learning activities. Apart from that, the results obtained in Cycle I of student learning completion were 65.71% and in Cycle II it was 77.14%. Student learning outcomes on the topic of quadratic functions can be improved through learning that applies discovery learning assisted by GeoGebra.
Teacher Beliefs about Growth Mindset in Pre-Service Mathematics Teaching Lathifah, Hannif; Parnata, Indhiadma; Istiqomah, Fadhilah Nur; Sholekah, Iis; Maghfiroh, Khikmatus Shahrin; Sunaifah, Ivatus; Badriyah, Lailatul; Faradiba, Surya Sari
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.970

Abstract

This study explores how classroom discourse reflects the implementation of growth mindset principles in mathematics learning by pre-service teachers during their teaching practicum at SMAN 4 Malang. The research focuses on how feedback practices, questioning strategies, and task design support students’ engagement, reasoning, and responses to challenges. A qualitative approach was employed through classroom observations and analysis of instructional interactions conducted by pre-service teachers. The findings reveal that the learning environment demonstrated several key characteristics of a growth mindset-oriented classroom. Pre-service teachers were able to create a supportive atmosphere that encouraged student participation, idea expression, and reasoning. Practices such as promoting student thinking and normalizing mistakes were particularly evident, helping students focus on conceptual understanding rather than merely obtaining correct answers. However, the feedback implementation tended to emphasize correctness rather than students’ effort and strategies, and opportunities for productive struggle were limited due to relatively quick intervention and uneven scaffolding. As a result, students had fewer opportunities to engage in sustained independent problem-solving, which is essential for developing persistence and resilience. Overall, the study highlights the need for more explicit emphasis on effort-based feedback and greater opportunities for students to engage with challenging tasks. These improvements are expected to strengthen students’ growth mindset, persistence, and deeper understanding in mathematics learning. The contribution of this study lies in providing empirical insights into the implementation of growth mindset principles in mathematics teaching practices by pre-service teachers, particularly in terms of classroom discourse. The findings may serve as a basis for reflection and the development of teacher education programs aimed at designing instructional interactions that better support students’ growth mindset development.
Co-Authors Imam Rofiki Istiqomah, Fadhilah Nur Lailatul Badriyah Lathifah, Hannif Maghfiroh, Khikmatus Shahrin Parnata, Indhiadma Sunaifah, Ivatus Surya Sari Faradiba Susy Kuspambudi Andaini