Dampak Model Pembelajaran PBL dan Discovery Learning terhadap Peningkatan Berpikir Reflektif Matematis Siswa Berdasarkan Kemampuan Awal

Abstract

Reflective mathematical thinking skills are essential for developing students’ ability to analyze, evaluate, and solve mathematical problems, yet empirical evidence indicates these skills remain suboptimal among junior high school students. This study aims to compare the effectiveness of Problem Based Learning (PBL) and Discovery Learning (DL) models in enhancing reflective mathematical thinking, while also examining the influence of students’ prior knowledge levels. Employing a quantitative experimental approach with a two-group pretest-posttest design, the research involved eighth-grade students from a public junior high school in Tasikmalaya, Indonesia. Participants were randomly assigned to PBL and DL groups, with reflective thinking skills measured using validated essay tests before and after intervention. Data analysis utilized normalized gain scores, Mann-Whitney, Kruskal-Wallis, and two-way ANOVA tests. The findings demonstrate that the PBL model yields significantly higher improvements in reflective mathematical thinking than the DL model. Moreover, students with higher prior knowledge achieve greater gains regardless of the instructional model, highlighting the crucial role of prerequisite understanding. No significant interaction was found between instructional model and prior knowledge level, suggesting their effects are independent. While both models effectively improved the reacting and comparing stages of reflective thinking, gains in the contemplating stage remained moderate. These results suggest that integrating PBL, particularly with reinforcement of prerequisite knowledge, is more effective for fostering reflective mathematical thinking in secondary mathematics classrooms. The study provides practical recommendations for teachers and offers directions for future research to optimize mathematics instruction and student cognitive development.