Available online at http://journal.uny.ac.id/index.

php/jrpm

Jurnal Riset Pendidikan Matematika 9 (2), 2022, 201-211

Meta-Analysis: The Effect of Discovery Learning Models on Students’

Mathematical Ability
Khairunnisa 1 *, Dadang Juandi 2
Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229
Bandung, 40154, Indonesia
E-mail: [email protected]
* Corresponding Author

ARTICLE INFO ABSTRACT

Article history This research aimed to determine the magnitude of the influence of the
Received: 18 April 2022 discovery learning model on students' mathematical abilities. The students'
Revised: 7 Nov 2022 mathematical abilities included were problem solving skills, critical thinking,
Accepted: 30 Nov 2022 understanding, and mathematical reasoning. This study used a quantitative
approach to Systematic Literature Review (SLR) with a Meta-Analysis method.
Keywords Data were collected from experimental research connected to the application of
Discovery Learning, discovery learning models to the mathematical abilities of students at the
Mathematical Ability, and elementary, junior high, and high school levels in papers indexed from 2012 to
Meta-Analysis. 2021. From the search and study selection results, 48 articles were obtained.
The research found that there was an increase in the number of publications
Scan me: every year, most of which were on mathematical reasoning abilities. It is also
known that researchers conduct more research at the junior high school
education level, with more than 30 of a sample size. Meanwhile, viewing the
demographic aspect, this study was more centralized in Java island. The
application of the discovery learning model to students' mathematical abilities
has an overall effect size of 0.815 with the high effect category.
This is an open access article under the CC–BY-SA license.

How to Cite: Khairunnisa, Juandi, D. (2022). Meta Analysis: The Effect of Discovery Learning Models on
Students’ Mathematical Ability. Jurnal Riset Pendidikan Matematika, 9(2) 201-211.
doi:https://doi.org/10.21831/jrpm.v9i2.49147

INTRODUCTION
Education is a place to educate the life of nation because it will promote well-educated human
resources, which are able to adapt the accelerated change. Without education, a person will be difficult
to adjust to the environment and will be hard to maximize their contribution in their lives. Good
education is an education that is not only preparing its students for a profession or position but also
enables them to overcome the various problems they face in everyday life (Sagala, 2012, p. 11). In line
with that, Law No. 20 of 2003 on the National Education System, education is a conscious and planned
effort to promote a good learning environment and learning process so that learners could actively
develop their intelligence, personality, spiritual power, self-control, and noble morals, as well as the
necessary skills for themselves, society, nation, and state.
Mathematics is one of the compulsory subjects in Indonesian national education curriculum.
Mathematics, according to Cockroft, should be taught to students because (1) it is used in all aspects of
life; (2) it is required in all fields of study; (3) it is a powerful, concise, and precise means of
communication; (4) it can be used to present information in a various ways; (5) it improves the ability
to think logically, thoroughly, full of awareness; and (6) it gives satisfied efforts to solve complex
problems (Abdurrahman, 2018, p. 254). As a result, learners should comprehend mathematics.

https://doi.org/10.21831/jrpm.v9i2.49147 [email protected]
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 202
Khairunnisa, Dadang Juandi

Students are required to have basic competencies in mathematics to achieve the objectives of
learning such as problem-solving, understanding, reasoning, and critical thinking (JDIH, 2022, p. 18).
In line with that, the National Council of Teachers of Mathematics (NCTM, 2000, p. 8) explained that
there are five standards of mathematics education, which consists of content standards and process
standards. The standard process of mathematics education is the process of problem-solving, reasoning
and proof, connection, communication, and representation. These abilities become capital for students
to face the future challenges. Moreover, the era of technology is rapidly developing and humans are
demanded to think better than an existing technology. Thus, students need to own and improve their
mathematical abilities.
As it explained, problem-solving skills are one of the important abilities in mathematical learning
goals. With the ability to solve problems, a person could obtain a solution to a difficult problem
(Hendriana et al., 2017, p. 5). This is because the problem presented is not only a common problem. So,
to gain such ability, students should have a lot of experience. In addition, solving a mathematical
problem also needs understanding, reasoning, and the ability to think critically.
Without understanding, a person will not be able to solve the problems he faces. Understanding
is a level of ability where students are expected to understand the concepts, situations, and facts they
know (Al-Siyam & Sundayana, 2014, p. 57). Mathematical understanding ability is a fundamental
ability in mathematics that involves connecting, generalizing, and synthesizing internal and external
representations of mathematical objects (Bakar et al., 2018, p. 1). Putra (2017, p. 129) stated that
learning before the subject is being taught can increase understanding towards the study material. When
they are studying, and there is material that has not been understood, students could ask their teacher
during the class so they could improve their level of understanding.
In addition to mathematical understanding, reasoning abilities are also important in the problem-
solving process. From the reasoning abilities presented, it can be seen to what extent students have
understood, solved problems, and appreciated the benefits of mathematics in everyday life (Hadi, 2016,
p. 97). Mathematical reasoning ability is the ability to make logical decisions that can be explained and
proven true based on concepts or understanding previously obtained (Khairunnisa & Amry, 2021, p.
315). With this ability, a person is not only able to solve existing problems but also has logical and
accurate evidence to account for the answers he gives.
In line with the ability of mathematical reasoning, critical thinking is also a process that aims at
enabling us to make reasonable decisions and what we think is best about the truth can be analysed
correctly. Mathematical critical thinking ability is the ability that involve existing knowledge, reasoning,
and the use of cognitive strategies in generalizing, proving, or reflectively evaluating unfamiliar
mathematical situations (Abdullah, 2013, p. 66). In connection with learning mathematics in at school,
students' critical thinking skills are needed in the aspects of identifying, connecting, evaluating,
analyzing, and solving various mathematical problems and their applications. This is also in line with
the opinion which states that students who have mathematical critical thinking skills will find it easier
to follow mathematics learning (Syafira et al., 2021, p. 408).
If students have these abilities, they will be able to solve problems that exist both in school
assignments and outside of school. However, the mathematical ability of students in Indonesia is still
relatively low. This can be seen from the results of the Trends in International Mathematics and Science
Study (TIMSS) 2015, where Indonesia got 397 score in mathematics, which placed Indonesia at number
44 out of 49 countries listed. Meanwhile, the results of the Programme for International Student
Assessment (PISA) in 2018 showed that Indonesia's average math score was 379, which was ranked 36
out of 41 participating countries (Asmianti & Agustyarini, 2021, p. 289). The low mathematical ability
of these students encouraged researchers to conduct studies to improve students' mathematical skills in
Indonesia. So, it can be used as a reference for prospective educators in implementing the results of
studies obtained directly into the learning process.
It is believed that an alternative to improve and to develop these abilities is by the discovery
learning model. Discovery Learning provides opportunities for students to develop and find their
understanding so that learning mathematics becomes more meaningful. The information presented is
easily absorbed, processed, and stored properly by the student's memory system and provides
opportunities for students to play a more active role in class (Ahmad, 2015, p. 300). In discovery
learning, teachers provide opportunities for students to become mathematicians, problem solvers,
historians, or scientists. Teaching materials are not offered in the final form. Instead, students must

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 203
Khairunnisa, Dadang Juandi

complete several exercises such as comparing, evaluating, integrating, and organizing to acquire
knowledge and develop conclusions. So, in this learning model students are trying to be able to live the
entire cognitive realm to its highest realm, namely creating.
Discovery learning has many things to do with its effect on students' mathematical abilities. Some
studies explained that discovery learning had a significant effect on students' problem-solving abilities
(Shumini & Apriani, 2020, p. 112). Similarly, other abilities such as mathematical reasoning skills,
found that guided discovery learning can improve students' mathematical reasoning skills (Asmianti &
Agustyarini, 2021, p. 287), then critical thinking skills (Umayah, 2019, p. 780), and also mathematical
understanding skills (Bakar et al., 2020, p. 277). Of course, one study cannot be used to guide all
educational cases. Some studies may have bias potential, so a more in-depth study related to the
implementation of discovery learning on students' mathematical abilities is needed. Therefore, research
can be conducted using the Systematic Literature Review (SLR) with a Meta-Analysis method.
Gough et al. explained that meta-analysis is one the proofs of studies that reviewing existing
primary studies using rigorous and systematic research methods to answer the research questions
(Zawacki-Richter et al., 2020, p. 4). From this explanation, this study aims to determine the magnitude
influence of the guided discovery learning model on students' mathematical abilities which include
problem solving skills, critical thinking, understanding, and mathematical reasoning. The selected
studies were characteristised by the year of publication, education level, sample size, and demographics.
Thus, in this research, data collection was carried out in the form of experimental research related to the
application of the guided discovery learning model to students' mathematical abilities.
Through the data obtained, the researcher focused on several research questions;
1. How is the description of the research results on the application of discovery learning models
to students' mathematical abilities in terms of the year of publication?
2. How is the description of the results on the application of discovery learning models to
students' mathematical abilities in terms of education level?
3. How is the description of the research results on the application of discovery learning models
to students' mathematical abilities in terms of samples size?
4. How is the description of the results on the application of discovery learning models to
students' mathematical abilities in terms of research demographics?
5. Does the implementation of discovery learning models have a significant effect on students'
mathematical abilities from the primary data analyzed?
6. How is the diversity of media and student learning activities in the discovery learning model
from the research reviewed?

METHOD
Research design
This study uses a quantitative approach Systematic Literature Review (SLR) with the Meta-
Analysis method. A Systematic Literature Review is a review of all relevant studies to answer certain
questions. It is carried out comprehensively and systematically to assess the validity (feasibility) of each
relevant study and reduce bias at each stage by identifying, critically evaluating, and providing a
synthesis of relevant studies and improved synthesis clarity (Juandi, 2021, p. 2). The analysis was carried
out on secondary data in the form of primary research results regarding the application of the discovery
learning model to mathematical abilities, particularly problem solving, critical thinking, understanding,
and mathematical reasoning abilities of students.
The meta-analysis method is carried out by identifying, reviewing, evaluating, and systematically
interpreting articles that have a set of standards where in each process, follow the steps that have been
set (Afsari et al., 2021; Triandini et al., 2019). The design of the meta-analysis research procedure begins
with developing research questions and selection criteria, developing the search strategy, the study
selection process, and appraising the quality of studies (Cohen et al., 2018, p. 432). The data collected
are primary studies that have been published by indexed publishers.

Inclusion criteria
To obtain data for the research objectives, inclusion criteria were determined for the primary data
collected. The inclusion criteria were involving;

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 204
Khairunnisa, Dadang Juandi

1. The article is the result of research on mathematics education in Indonesia.

2. Articles published between 2012 and 2021
3. Articles in the form of journals and proceedings have been indexed.
4. The research uses experimental methods with the application of Discovery Learning to
students' problem-solving, critical thinking, understanding, and mathematical reasoning
abilities.
5. The sample used is research at the elementary, junior high, and high school levels.

Literature search strategy

The search begins by opening the Google Scholar website (www.scholar.google.com), then
typing the keywords “discovery learning, mathematical ability, “penemuan terbimbing” and
“kemampuan matematis”. Then, an interval of publication was made from 2012-2021. After that each
article were reviewed and those that met the inclusion criteria would be taken as research subjects.

Research instruments
The research instrument was a coding form containing statistical data (number of samples,
average, standard deviation, p-value, t-value) and study characteristics (year of publication of the
journal, education level, sample size used, demographics) from the primary data obtained.

Research subject
The subjects of this research are previous studies published in national and international
mathematics education research articles found using electronic database searches such as SINTA,
Garuda Portal, Google Scholar, DOAJ, Crossref, IPI, and URLs of national journals in the period 2012-
2021. The data collected used as research subjects are regarding the application of the Discovery
Learning model to the mathematical abilities of students at the elementary, junior high, and high school
levels. From the search results, 48 relevant articles deserve for further analysis.

Data analysis technique

To obtain the magnitude effect of the application towards the discovery learning model on
students' mathematical abilities, an analysis was carried out using the Hedges formula:
𝑿̅𝟏 − 𝑿̅𝟐
𝑯𝒆𝒅𝒈𝒆𝒔′ 𝒔 𝒈 =
𝑺𝒘𝒊𝒕𝒉𝒊𝒏
The g values obtained can be categorized into five categories presented in the Table 1.

Table 1. Category Effect Size

Interval Effect Size (ES) Category
−0.15 ≤ 𝐸𝑆 < 0.15 Neglected effect
0.15 ≤ 𝐸𝑆 < 0.40 Low effect
0.40 ≤ 𝐸𝑆 < 0.75 Medium effect
0.75 ≤ 𝐸𝑆 < 1.10 High effect
1.10 ≤ 𝐸𝑆 < 1.45 Very high effect
𝐸𝑆 ≥ 1.45 Very good effect
The data analysis of this research was carried out with the help of the Comprehensive Meta
Analysis (CMA) application.

RESULTS AND DISCUSSION

Research by category
The journals collected were categorized into 4 categories, namely the year of journal publication,
education level, sample size, and demographics. Each category has specified to find out some journals
collected related to 4 mathematical abilities used; problem-solving skills, critical thinking,
understanding, and mathematical reasoning. A description of the data is presented in Table 2.

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 205
Khairunnisa, Dadang Juandi

Table 2. Number of Studies by Category

Category Criteria Mathematical Ability
Problem- Critical Understanding Reasoning
Solving Thinking
Publication Year 2012-2013 1 0 0 0
2014-2015 1 0 1 3
2016-2017 1 1 1 6
2018-2019 5 6 5 3
2020-2021 4 3 3 4
Education Level Elementary 2 1 2 2
Junior High 8 6 6 13
Senior High 2 3 2 1
Sample Size < 30 3 3 2 4
≥ 30 9 7 8 12
Demographics Sumatera 6 1 2 5
Java 5 8 6 10
Kalimantan 1 0 1 1
and Sulawesi
Nusa Nenggara 0 1 1 0
and Maluku
Based on Table 2, within 9 years of the research on the application of discovery learning models
to mathematical was dominated by reasoning skills, 16 out of the 48 articles or about 33.3% discussed
about mathematical reasoning skills. Meanwhile, for the application of discovery learning to the ability
of critical thinking and mathematical understanding were only 10 articles or about 20.8%. The amount
of research on reasoning ability is a basic ability needed to improve mathematics skills in general
(Sukirwan et al., 2018, p. 1). Thus, the importance of this ability encourages researchers to conduct a
research.
This research deserves to be conducted more deeply because it has reviewed each student's
mathematical competence and it is not only on mathematical learning outcomes that are too complex.
Then to be more specific, the explanation of each category is presented.

Year of Publication
Grouping by the year of publication is divided into five periods; from the year 2012-2013, 2014-
2015, 2016-2017, 2018-2019, and 2020-2021. During the period, the following data were obtained.

10
Number of Journals

0
2012-2013 2014-2015 2016-2017 2018-2019 2020-2021
Publication Year

Problem-Solving Critical Thinking

Understanding Reasoning

Figure 1. Data by Publication Year

Based on Figure 1, it can be seen that research on discovery learning models was most widely
published in 2018–2019. Research on various mathematical abilities tends to increase each year.
However, in the last two years, there has been a slight decrease in the number of studies published in
the idealized article.
This data collection show that learning with the discovery learning model is likely more suitable
for assessing mathematical abilities. Referring to the existing data, it is clear that to assess students'

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 206
Khairunnisa, Dadang Juandi

mathematical reasoning skills, teachers can use discovery learning models. Indeed, it does not rule out
the possibility of using other learning models but this can be used as a reference for the selection of the
right learning model for the teaching and learning process.

Education level
Grouping based on the level of study is divided into three categories; elementary, junior high, and
senior high school. A graph related to the level of education is presented in Figure 2.

15
Number of Journals

10

0
Elementary Junior High Senior High
Education Level

Problem-Solving Critical Thinking Understanding Reasoning

Figure 2. Data by Education Level

From Figure 2, it can be seen that research related to the application of discovery learning models
is most widely carried out at the Junior High School level. The junior high school level is indeed a
transitional level from a concrete thinking process to a more abstract level that allows researchers to
review more deeply the mathematical abilities of students using one of the existing learning models. At
this level, most researchers are interested in viewing the application of discovery learning models to
students' mathematical reasoning skills. Research at the junior high school level is more demanding by
researchers (Paloloang et al., 2020, p. 858).
It is also found that at the elementary school level, there is only one research on the application
of discovery learning models to students' critical thinking. This might be due to the student's the level
of thinking process that is seen as in a concrete level, and this makes it difficult to produce a critical
thinking. In addition, according the previous data presented, it is clear that there is still a lack of research
related to problem-solving skills at the high school level. However, the students' problem-solving
abilities should be encouraged and improved as their main capital in facing the world challenges ahead.

Sample size
Studies based on sample sizes are grouped into two groups including samples with sizes less than
30 and with samples of 30 or more. The data is presented in Figure 3.
Sample Size

>=30

<30

0 2 4 6 8 10 12 14
Number of Journals

Reasoning Understanding Critical Thinking Problem-Solving

Figure 3. Data by Sample Size

Based on Figure 3, it can be seen that research on the application of discovery learning models to
the four mathematical abilities above is dominated by research with a sample count of more than 30.
This is because the inclusion criteria limit the research type to experimental research. Experimental and
comparative research required a sample of 30 respondents for each group to be compared (Alwi, 2012,
p. 141). So, most of the studies above have a sample size of more than 30 for each group.

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 207
Khairunnisa, Dadang Juandi

The selection of samples depends on the population studied. The more samples selected, the more
representative the research results from the research population used. For example, taking a sample of
all class XI students will be different from just taking a sample of students from one class XI only. If a
larger sample used, the research results produced can be used more and the vice versa.

Demographics
Research based on demographics is grouped into four islands, namely Sumatera, Java, Kalimantan
& Sulawesi, and Nusa Tenggara & Maluku. The data is presented in Figure 4.

12
Number of Journals

10
8
6
4
2
0
Sumatera Java Kalimantan and Nusa Nenggara
Sulawesi and Maluku

Problem-Solving Critical Thinking Understanding Reasoning

Figure 4. Data by Demographics

Based on Figure 4, it is clear that research on the application of discovery learning models to the
four mathematical abilities of students is most widely researched in Java island. This could be due to
the number of residents on Java island was the largest population in Indonesia. Likewise, the island of
Sumatra occupies the second position after Java island. Meanwhile, for the islands of Kalimantan,
Sulawesi, or other islands in Indonesia the research related to mathematics education, especially the
experimental studies on the application of discovery learning models for students' mathematical abilities
was still little.
Researchers could conduct the research in other Indonesian islands so that data on the application
of learning models can have more general effects among students in Indonesia.

Combined effect size

Before calculating the overall effect size, it is necessary to check the publication bias. From all
data, it was obtained 5 studies that are biased. Thus, from 48 data collected, only 43 data which were
analyzed further. Then, the 43 data were tested for heterogeneity to determine the effect model of the
Meta-Analysis. The results of this heterogeneity test are presented in Table 3.
Table 3. Heterogeneity Test Results

Hetergenity
Q-value df (Q) P-value I-squared
360,847 42 0,000 88,361
Based on table 3, it is found that the p-value (0.000) < 𝛼 (0.05). Thus, it is obtained that the data
analyzed is a random effect model. Thus, for the overall effect size analysis, it is seen from the value in
the random effect model. The results of the overall effect size calculation are presented in table 4.
Table 4. Result of Combined Effect Size Test
Effect size 95% confidence interval
Model Number Point Standard Variance Lower limit Upper limit
Studies estimate error
Fixed 43 0,709 0,039 0,001 0,633 0,784
Random 43 0,815 0,114 0,013 0,592 1,038

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 208
Khairunnisa, Dadang Juandi

Based on Table 4, the combined effect size in this meta-analysis is 0.815, which then can be
categorized into the "high effect" category. It can be stated that the application of the discovery learning
model has a significant effect on students' mathematical abilities from the primary data analyzed with a
high effect size.

The diversity of the learning process in the discovery learning model

From the primary data obtained, it can be seen that there is diversity in the learning process carried
out in each research. The diversity is including student learning activities or the media used by the
teachers in their learning. Some studies used media, some did not. Nugraha et al. (2020, p. 132) used
rope (track a line idea) media in detecting critical thinking skills of sixth grade elementary school
students. In the results of his research, it was found that the motivation and activities of students in
conducting discovery learning based on rope were interpreted in high criteria with a percentage range
of 84.12% - 88.24%. This is supported by the exposure of the activities of students who are racing in
time to be able to solve the problems given and are able to make their own tactics in measuring objects
classified as having complex shapes. These activities create a sense of pleasure, enthusiasm, and focus
in learning.
In addition, Pramaeda & Ningsih (2020, p. 126) used the edmodo.com website as an E-Learning-
assisted learning medium. With this E-Learning-assisted learning, it was found that the students were
very enthusiastic. Students were active in the discussion forum provided and they also downloaded the
worksheets provided on the website before the lesson is started, so the students become ready with the
material discussed. This learning is also effective for teachers, where they could check the data on
assignments and did not afraid loosing assessment documents.
Kurniati et al. (2017, p. 109) who used the smart stickers also explains that the use of this learning
can improve students' mathematical abilities. Students were given awards not only in the form of prize
but also in the form of paper sticks in their books. This makes students compete to be the student with
the most stickers. The help of the math module is no less effective in improving students' mathematical
abilities. This was explained by Rintoyo (2017, p. 62) that there was a positive influence of the Math
Module-assisted Discovery Learning learning model on students' mathematical reasoning abilities with
81.4%. Other studies related to the effectiveness of learning media have also been published in many
other journals, such as Fitria et al. (2014, p. 1) and Kurniadi & Purwaningrum (2018, p. 8).
Although there are many studies that described the effectiveness of media to supports learning, a
research by Agustya et al. (2018, p. 140) with discovery learning based on ethnomathematics show that
her research found that the use of media was not effective on students' critical thinking skills. This is
because students are not accustomed to group learning, where students who have low skill were lack
self-confidence so that they did not express their opinions and depend on those with higher abilities in
group activities. Whereas group learning is designed to provide a forum for students to discuss and
exchange ideas. So that the use of group learning can make students become more knowledgeable by
transferring knowledge from peers.
Not only the explanation of the research above, the research of Septiani et al. (2018, p. 14) also
explained that the effectiveness of discovery learning model learning did not occur on students'
mathematical problem-solving abilities. This is because students are not used to using the discovery
learning model in their learning activities. Many students were not focused during their learning and did
not take part in the group discussions formed. This results in a less conducive learning within the
classroom. Therefore, it is necessary to re-adapt the lesson and give a socialization in advance regarding
how the learning will be carried out so that the implementation discovery model could run more
smoothly.
It was found that, although the learning model used was the same, the learning process carried
out will be different. Teachers can use additional media during learning. Likewise, student activities
during learning were different because of differences in culture and environment. The effectiveness of
a learning does not only depend on the model used, but also depends on the addition of media and
student activities. Good media is also not enough to support learning, there must be an active role of
students who support the learning. Both must go hand in hand, not only dominated by a certain group
or member but all should participate in improving better learning. The teacher's expertise in choosing
media and designing appropriate learning is one of the factors that determine the success of students'

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 209
Khairunnisa, Dadang Juandi

mathematical competence. Likewise, the awareness of students to take part in a more active learning
process is the key to the success of their competence improvment.

CONCLUSION
From the data, it was concluded that research on the application of discovery learning models
leads more to students' mathematical reasoning abilities. Every year, the number of published studies of
each mathematical skill increases. With the development of technology, more and more researchers are
discussing the phenomena of life, especially in education. From the data collection of several studies, it
is also known that researchers conducted more research at the junior high school education level, with
a sample number of more than 30. Meanwhile, when viewed from the demographic aspect, this study
was more located on Jave island, while for the islands of Nusa Tenggara and Maluku, there was still a
lack of experimental research related to the application of the Discovery Learning model in improving
students' mathematical abilities.
From the analysis of 48 data, the effect of the discovery learning model on students' mathematical
abilities with an overall effect size of 0.815 was obtained in the high effect category. There is a diversity
of media and student learning activities in the discovery learning model from the results of the research
reviewed. Some studies have added learning media and some have not. The activities of students when
learning takes place were also different. From the results of this review of the diversity of the learning
process, it is found that a learning is categorized to be effective not only depending on the model used,
but also on the addition of media and student activities. Each component must work in balance, it is not
enough that the media is good however; student activities must also support for an increase of learning.

REFERENCES
Abdullah, I. H. (2013). Berpikir Kritis Matematik. Delta-Pi: Jurnal Matematika dan Pendidikan
Matematika, 2(1), 66–75.
Abdurrahman, M. (2018). Anak Berkesulitan Belajar:Teori, Diagnosis, dan Remediasinya. Rineka
Cipta.
Afsari, S., Safitri, I., Harahap, S. K., & Munthe, L. S. (2021). Systematic Literature Review: Efektivitas
Pendekatan Pendidikan Matematika Realistik pada Pembelajaran Matematika. Indonesian Journal
of Intellectual Publication, 1(3), 189–197. https://doi.org/10.51577/ijipublication.v1i3.117
Agustya, D., Sutiarso, S., & Djalil, A. (2018). Efektivitas Pembelajaran Discovery Learning Berbasis
Ethnomathematics Ditinjau dari Kemampuan Berpikir Kritis Siswa. Jurnal Pendidikan
Matematika Unila, 6(1), 140–152.
Ahmad, H. (2015). Peningkatan Kemampuan Penalaran Matematika Materi Trigonometri Melalui
Penerapan Model Pembelajaran Discovery Learning dengan Pendekatan Saintifik pada Kelas X
SMA Negeri 11 Makassar. Jurnal Daya Matematis, 3(3), 299–307.
https://doi.org/10.26858/jds.v3i3.1697
Al-Siyam, E., & Sundayana, R. (2014). Perbandingan Kemampuan Pemahaman Matematika antara
Siswa yang Mendapatkan Pembelajaran Contextual Teaching and Learning dan Metakognitif.
Mosharafa: Jurnal Pendidikan Matematika, 3(1), 55–66.
Alwi, I. (2012). Kriteria Empirik dalam Menentukan Ukuran Sampel. Jurnal Formatif, 2(2), 140–148.
Asmianti, P. I. A., & Agustyarini, Y. (2021). Efektivitas Metode Penemuan Terbimbing (Guided
Discovery) Terhadap Kemampuan Penalaran Matematis Siswa Kelas V Materi Pecahan. Journal
of Mathematics Education and Learning, 1(3), 287–298.
https://doi.org/10.19184/jomeal.v1i3.27654
Bakar, M. T., Nani, K. La, Harisman, Y., & Amam, A. (2020). Kemampuan Pemahaman Matematis
Siswa Kelas VII SMP pada Materi Himpunan Melalui Model Discovery Learning. Teorema: Teori
Dan Riset Matematika, 5(2), 271–279. https://doi.org/10.25157/teorema.v5i2.3819
Bakar, M. T., Suryadi, D., Darhim, Tonra, W. S., & Noto, M. S. (2018). The association between
conceptual understanding and reasoning ability in mathematics: An analysis of DNR-based
instruction models. Journal of Physics: Conference Series, 1088, 1–5.
https://doi.org/10.1088/1742-6596/1088/1/012107

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 210
Khairunnisa, Dadang Juandi

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods Education (Eighth). Routledge.
Fitria, A. C., Sulistyaningsih, D., & Prihaswati, M. (2014). Keefektifan Metode Guided Discovery
Learning Bernuansa Multiple Intelligences Untuk Meningkatkan Kemampuan Pemecahan
Masalah Matematis. JKPM, 1(2), 1–6.
Hadi, W. (2016). Meningkatkan Kemampuan Penalaran Siswa SMP Melalui Pembelajaran Discovery
dengan Pendekatan Saintifik (Studi Kuasi Eksperimen di Salah Satu SMP Jakarta Barat). Jurnal
Pendidikan Matematika, 1(1), 93–108.
Hendriana, H., Rohaeti, E. E., & Sumarmo, U. (2017). Hard Skills dan Soft Skills Matematik Siswa.
Refika Aditama.
JDIH. (2022). Standar Isi pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang
Pendidikan Menengah. JDIH Kemenristekdikbud.
Juandi, D. (2021). Heterogeneity of Problem-Based Learning Outcomes for Improving Mathematical
Competence: a Systematic Literature Review. Journal of Physics: Conference Series, 1, 1–7.
https://doi.org/10.1088/1742-6596/1722/1/012108
Khairunnisa, & Amry, Z. (2021). The Influence of Study Habits and Self-Concept on Students’
Mathematical Reasoning Ability. Desimal: Jurnal Matematika, 4(3), 315–324.
https://doi.org/10.24042/djm.v4i3.10154
Kurniadi, G., & Purwaningrum, J. P. (2018). Kemampuan Pemahaman Matematis Siswa Melalui
Discovery Learning Berbantuan Asesmen Hands on Activities. ANARGYA: Jurnal Ilmiah
Pendidikan Matematika, 1(1), 8–13.
Kurniati, I. W., Pujiastuti, E., & Kurniasih, A. W. (2017). Model Pembelajaran Discovery Learning
Berbantuan Smart Sticker untuk Meningkatkan Disposisi Matematik dan Kemampuan Berpikir
Kritis. Kreano: Jurnal Matematika Kreatif-Inovatif, 8(2), 109–118.
NCTM. (2000). Principles and Standards for School Mathematics. nctm.org.
Nugraha, T., Fuadah, U. S., & Amalia, A. (2020). Aplikasi Discovery Learning Menggunakan Tali
(Track A Line Idea ) untuk Mendeteksi Keterampilan Berpikir Kritis Siswa Kelas VI SD.
Indonesian Journal of Primary Education, 4(2), 9–17.
https://doi.org/https://doi.org/10.17509/ijpe.v4i2.25087
Paloloang, M. F. B., Juandi, D., Tamur, M., Paloloang, B., & Adem, A. M. G. (2020). Meta Analisis:
Pengaruh Problem-Based Learning Terhadap Kemampuan Literasi Matematis Siswa di Indonesia
Tujuh Tahun Terakhir. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(4), 851–864.
https://doi.org/10.24127/ajpm.v9i4.3049
Pramaeda, T. D. O., & Ningsih, S. C. (2020). Efektivitas Model Pembelajaran Discovery Learning
Berbantuan E-Learning Ditinjau dari Kemampuan Pemecahan Masalah. AKSIOMA : Jurnal
Matematika Dan Pendidikan Matematika, 11(1), 116–130.
https://doi.org/10.26877/aks.v11i1.5576
Putra, H. D. (2017). Meningkatkan Prestasi Belajar dan Keaktifan Mahasiswa Melalui Project Based
Learning. Jurnal Ilmiah UPT P2M STKIP Siliwangi, 2(2), 128–136.
https://doi.org/10.22460/p2m.v2i2p128-136.156
Rintoyo. (2017). Efektivitas Model Pembelajaran Discovery Learning Berbantuan Math Module
Terhadap Kemampuan Penalaran Matematika Siswa. Dialektika P. Matematika, 4(2), 62–72.
Sagala, S. (2012). Konsep dan Makna Pembelajaran untuk Membantu Memecahkan Problematika
Belajar dan Mengajar. Alfabeta.
Septiani, R. D., Djalil, A., & Coesamin, M. (2018). Efektivitas Model Pembelajaran Discovery Learning
Ditinjau dari Kemampuan Pemecahan Masalah Matematis Siswa. Jurnal Pendidikan Matematika
Unila, 6(1), 14–25.
Shumini, & Apriani, D. (2020). Pengaruh Metode Discovery Learning Terhadap Kemampuan
Pemencahan Masalah Matematis Siswa di Smp Negeri 10 Palembang. Nabla Dewantara, 5(2),
107–112. http://ejournal.unitaspalembang.ac.id/index.php/nabla/article/view/313
Sukirwan, Darhim, D., & Herman, T. (2018). Analysis of Students’ Mathematical Reasoning. Journal
of Physics: Conference Series, 948(1), 1–7. https://doi.org/10.1088/1742-6596/948/1/012036

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)
 Jurnal Riset Pendidikan Matematika, 9 (2), 2022 - 211
Khairunnisa, Dadang Juandi

Syafira, A. R., Salsabila, E., & Purwanto, S. (2021). Pengaruh LKPD Berbasis Discovery Terhadap
Berpikir Kritis Matematis Siswa Melalui Google Classroom. J-PiMat : Jurnal Pendidikan
Matematika, 3(2), 407–416. https://doi.org/10.31932/j-pimat.v3i2.1406
Triandini, E., Jayanatha, S., Indrawan, A., Werla Putra, G., & Iswara, B. (2019). Systematic Literature
Review Method for Identifying Platforms and Methods for Information System Development in
Indonesia. Indonesian Journal of Information Systems, 1(2), 63–77.
Umayah, Y. (2019). Pengaruh Model Pembelajaran Discovery Learning Terhadap Kemampuan Berpikir
Kritis Matematis pada Siswa SMP Ditinjau dari KAM. Jurnal Mitra Pendidikan, 3(5), 772–781.
Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (2020). Systematic Reviews
in Education Research: In Springer VS. Springer VS. https://doi.org/10.2307/j.ctt14jxsqg.4

Copyright © 2022, Jurnal Riset Pendidikan Matematika

ISSN 2356-2684 (print), ISSN 2477-1503 (online)