The effectiveness of guided inquiry learning on students’ mathematical communication skills Available to Purchase

The purpose of this study was to analyze the difference between guided inquiry learning and conventional learning on mathematical communication skills in fifth grade elementary school students. The research method used in this research is a quasi-experimental method with a quantitative approach. The experimental design used is a posttest only control group design. The subjects of this study were fifth grade elementary school students in Godong District, Grobogan Regency, Indonesia. Data collection techniques using observation techniques, tests and documentation. The data analysis used includes the prerequisite analysis test, namely the normality test and homogeneity test, the final analysis uses the T test. The results show that there are differences between the guided inquiry learning model and conventional learning to improve the students’ mathematical communication skills. The results of data processing with the t test showed that the guided inquiry learning variable was Sig. (2-tailed) is 0.004 <0.05 then Ho is rejected, and Ha is accepted. It means there is the difference in mathematical communication skills between students who are taught using guided inquiry learning and conventional learning, the average value of guided inquiry learning is 72.71 which is higher than the conventional class of 58.85.