The Effect of Powtoon-Assisted Discovery Learning on Students' Trigonometry Learning Outcomes
DOI:
https://doi.org/10.26740/jomp.v7n2.p87-96Keywords:
Discovery Learning, Powtoon, Trigonometry, Learning Outcomes, Conceptual UnderstandingAbstract
Low achievement in trigonometry remains a persistent challenge in secondary mathematics education, primarily due to teacher-centred instructional practices and the limited use of interactive learning media, which hinder students' conceptual understanding of abstract mathematical concepts. This study investigated the effectiveness of Powtoon-assisted Discovery Learning in improving students' trigonometry learning outcomes. A quasi-experimental design employing a pretest–posttest control group design was implemented with 68 tenth-grade students from SMAN 1 Gondangwetan, Indonesia, selected through cluster random sampling. The participants were assigned to an experimental class (n = 36) and a control class (n = 32). Data were collected using a validated and reliable essay test designed to measure students' conceptual understanding of trigonometry. The findings indicated that students who learned through Powtoon-assisted Discovery Learning achieved a moderate N-gain score (0.43), substantially higher than the control group's low N-gain score (0.06). Furthermore, an independent-samples t-test revealed a statistically significant difference between the two groups (p = .001). In conclusion, integrating Discovery Learning with Powtoon animation effectively enhances students' conceptual understanding and learning outcomes in trigonometry. The study highlights the potential of interactive digital media to support more engaging and meaningful mathematics instruction in secondary schools.
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