This study specifically aims to examine and analyze the effect of guided
discovery on the ability of mathematical representation and self-concept of students,
analyze student activities during guided-discovery learning and analyze student
self-concept after implementing guided-discovery learning. The researcher used the
experimental method in the form of pre-experimental design with one group
pretest-posttest. The samples at this study were 18 students who contracted
analytical geometry subject. To test the hypothesis, the researcher used a simple
regression test analysis and sample t-test. The results showed that guideddiscovery-learning provided a significant influence on the ability of students
'mathematical representation, but not on students' self-concept. Student activity in
guided-discovery learning provides good results with an average of 85.46%. TheSundawan & Nopriana, Guided-Discovery Learning, Representasi… 124
© 2019 JNPM (Jurnal Nasional Pendidikan Matematika)
p-ISSN 2549-8495, e-ISSN 2549-4937
self-concept of students in guided-discovery learning provides sufficient
interpretation with an average percentage of self-concept of 77.97%.
Keywords: Guided-discovery learning, Geometry, Representation and Self-Concept