Changes in Fifth-Grade Students’ Mathematical Procedural Understanding after Guided Inquiry Learning on Number Operations

Eed Darul Haq(1*), Rora Rizky Wandini(2),

(1) Universitas Islam Negeri Sumatera Utara
(2) Universitas Islam Negeri Sumatera Utara
(*) Corresponding Author

Abstract


Procedural understanding in mathematics enables students to select, sequence, and carry out solution steps accurately and efficiently. This study aimed to examine the effect of guided inquiry instruction in number operations on the procedural understanding of fifth-grade students at MIS Nurul Aflah. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The population consisted of 42 students, of whom 22 were selected through purposive sampling. Data were collected using eight essay questions administered before and after the intervention. The data were analyzed using descriptive statistics and a paired-samples t-test. The mean score increased from 59.5455 on the pretest to 79.5000 on the posttest, yielding a mean increase of 19.9545 points or 33.51%. The paired-samples t-test showed a statistically significant difference, (21) = ?11.837, p < .001. These findings indicate that students demonstrated better procedural understanding after participating in guided inquiry instruction, particularly in selecting procedures, organizing calculation steps, obtaining correct results, working efficiently, and reviewing their answers. Within the limitations of the one-group design, guided inquiry can be considered a promising instructional model for supporting procedural understanding in elementary mathematics

Keywords


elementary mathematics; guided inquiry; number operations; pretest–posttest; procedural understanding

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References


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DOI: https://doi.org/10.31327/jme.v11i2.2877

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