Meta Analysis: The Effect of Guided Discovery Learning Model on Geometric Thinking Ability of Elementary School Students

Dodi Lesmana; Purwati; Mira Amelia Amri

doi:10.63922/ijevss.v5i03.5343

Dodi Lesmana Department of Elementary Education, Jakarta State University, Jakarta, Indonesia
Purwati Faculty of Education and Teacher, Universitas Terbuka, South Tangerang, Indonesia
Mira Amelia Amri Department of Elementary Education, Jakarta State University, Jakarta, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5343

Keywords: Guided discovery learning, Geometric thinking, Meta-analysis, Elementary school

Abstract

Geometric thinking is a person's ability to understand points, lines, angles, planes, and spaces so that they are able to understand geometric objects well. This study aims to determine the impact of the guided discovery learning model on the geometric thinking ability of elementary school students. This research method uses a quantitative approach, namely the meta-analysis method. Data were collected from experimental studies related to the application of the Guided discovery learning model to students' geometric thinking abilities at the elementary school level in indexed papers from 2018 to 2026. From the search and selection of studies, 48 articles were obtained. This study found that there is an increase in the number of publications each year, mostly focusing on geometric thinking ability. It is also known that researchers conduct a lot of research at the elementary school level, with a sample size of more than 30. Meanwhile, viewed from the demographic aspect, this research is more concentrated in Java Island. The application of the discovery learning model on students' mathematical abilities has an overall effect size of 0.815 with a high effect category.

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