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首页> 外文会议>International Conference on Learning Innovation and Quality Education >A Comparative Study of Guided Discovery Learning and REACT Strategy Toward Problem-Solving Skill and Self-Regulated Learning on Fifth Grade Students
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A Comparative Study of Guided Discovery Learning and REACT Strategy Toward Problem-Solving Skill and Self-Regulated Learning on Fifth Grade Students

机译：导游发现学习与反应战略对五年级学生的解决技能和自我监管学习的比较研究

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Guided Discovery Learning and REACT Strategy conclude to constructivism learning methods focus on students center. Consider problem-solving skills is one of the mathematics learning objectives; it needs to know which one is more effective between Guided Discovery Learning and REACT Strategy. The study aimed to compare the effectiveness of Guided Discovery Learning and REACT strategies on problem-solving abilities and self-regulated learning. A Quasi-experimental research and research population were students of State Elementary School students in East Jakarta. Samples were taken using a cluster sampling technique. The research instruments are an essay test for problem solving-skill and questionnaires for self-regulated learning. The data were processed by Mancova. The findings of the study indicate that: 1) Guided Discovery Learning and REACT methods adequately improve problem-solving and self-regulated learning; 2) Guided Discovery Learning is more effective increasing problem-solving skill than REACT strategy; 3) There was no differences effect between GDL and REACT Strategy on increasing self-regulated learning.
机译：导游发现学习和反应战略结束于建构主义学习方法专注于学生中心。考虑解决问题的技巧是数学学习目标之一;它需要知道哪一个在导游发现学习和反应战略之间更有效。该研究旨在比较引导发现学习的有效性以及对解决问题的能力和自我监管学习的反应策略。准实验研究和研究人口是东雅加达国家小学生的学生。使用簇采样技术进行样品。研究仪器是解决问题 - 用于自我监管学习的问题和问卷的论文测试。数据由Mancova处理。该研究的结果表明：1）引导发现学习和反应方法充分改善问题解决和自我监管的学习; 2）导向发现学习更有效地提高问题解决方案，而不是反应策略; 3）GDL与增加自我监管学习的反应策略之间没有差异影响。

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