Pengaruh Model Pembelajaran Guided Discovery Learning Terhadap Kemampuan Berpikir Kritis Matematis Ditinjau Dari Self Efficacy Siswa

This study aims to determine the differences in mathematical critical thinking skills between students who learn using the guided discovery learning model and students who receive direct learning, and to review these skills based on students' self-efficacy levels. This study uses a quantitative approach with a factorial experimental design and cluster random sampling technique. Data were collected through a mathematical critical thinking skills test and a self efficacy questionnaire. The results of the analysis using a two-way ANOVA showed that there were differences in mathematical critical thinking skills between students who learned using the guided discovery learning model and students who received direct learning. In addition, mathematical critical thinking skills also differed in students with high, medium, and low levels of self efficacy. However, there was no interaction between the learning model and self efficacy on students' mathematical critical thinking skills. Thus, the guided discovery learning model and self efficacy independently influence students' mathematical critical thinking skills.