CONTRIBUTION OF DISCOVERY LEARNING AND PEER TEACHING ON STUDENT’S MATHEMATICAL CRITICAL THINKING AND SELF CONFIDENT

Abstract

The purpose of this experiment was to analyze contribution of discovery learning and peer teaching (DL-PT) on  student’s mathematical critical thinking (MCT) and self confident (MSC). The experimental took  pretest-postest control group design and  involved 72  eleventh grade students, a MCT test, a  MSC scale, and  perception on DL-PT and on DL scales . The study found that on MCT and its N Gain, students getting treatment with DL-PT attained better grade than students taught by DL alone;  even if both student’s grades  were at medium  level, and students realized difficulties on examining  the truth of enumeration process and on proving problem. On MSC,  there was no different student’s grades between students taught by DL-PT and by DL alone and those grades were at medium level. In addition, there was no association between MCT and SCM, students learned actively during DL-PT and DL and students  performed positive opinion on DL-PT and on DL