Deep Dialogue-Critical Thinking (DDCT) Learning Model to Affect Students’ Mathematics Learning Outcomes on Senior High School

Mohamad Fadli Lolonto; Nurhayati Abbas; Putri Ekawaty Kobandaha

doi:10.22460/jiml.v9i3.32871

Authors

Mohamad Fadli Lolonto Universitas Negeri Gorontalo, Gorontalo, Indonesia
Nurhayati Abbas Universitas Negeri Gorontalo, Gorontalo, Indonesia
Putri Ekawaty Kobandaha Universitas Negeri Gorontalo, Gorontalo, Indonesia

DOI:

https://doi.org/10.22460/jiml.v9i3.32871

Keywords:

Mathematics Learning Outcomes , Deep Dialogue , Critical Thinking , DDCT , Senior High School

Abstract

Improving students' achievement in mathematics remains a major concern in secondary education, particularly in trigonometric ratios, where conceptual understanding and mathematical reasoning are often insufficiently developed. These challenges show the need for instructional approaches that actively engage learners in discussion and critical reflection. This study investigated the effectiveness of the Deep Dialogue-Critical Thinking (DDCT) learning model in improving students' mathematics learning outcomes on trigonometric ratios. The study employed a quantitative quasi-experimental design using a pretest-posttest control group approach. Forty-two tenth-grade students were selected through cluster random sampling and equally assigned to an experimental group and a control group. Students in the experimental group learned through the DDCT model, while those in the control group received direct instruction. Learning outcomes were measured using a validated essay test, and the data were analyzed using descriptive statistics, normalized gain (N-Gain), an independent samples t-test, and Cohen's d effect size analysis. The results showed that students exposed to the DDCT model achieved a higher mean posttest score (33.24) than those in the control group (30.13). The experimental group also obtained a higher N-Gain score (0.8213) than the control group (0.7500). Moreover, the independent samples t-test confirmed a significant difference between the two groups (t = 2.3861, p < 0.05), while Cohen's d value of 1.18 indicated a large educational effect. These findings suggest that the DDCT learning model is an effective instructional strategy for enhancing students' mathematics learning outcomes in trigonometric ratios.

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