Students’ understanding of mathematical concepts and their self-confidence through a discovery learning model

Abstract

Abstract This study aims to describe students’ understanding of mathematical concepts and self-confidence after implementing the discovery learning model. This study used a qualitative approach with a descriptive type. The participants were four seventh-grade students in one of the junior high schools in Meukek, South Aceh. The instruments used in this study were conceptual understanding tests and a self-confidence questionnaire. Data analysis involved data reduction, data presentation, and drawing conclusions. The results revealed that students’ understanding of mathematical concepts and self-confidence became better after implementing the discovery learning model. The student who initially possessed a low understanding of mathematical concepts had the medium category after learning with the discovery learning model. Out of six indicators of understanding mathematical concepts, four indicators had been fulfilled by students. However, students were still deficient in the indicators of presenting concepts in various representations and linking various mathematical concepts internally or externally. With respect to self-confidence, the findings showed that students met the indicators of act independently in making decisions, good self-concepts, and dare to express opinions, but they still lacked the indicator of believing in their abilities.