Enhancing students' statistical conceptual understanding and learning independence through contextual worksheet-assisted discovery learning

Abstract

While statistical conceptual understanding and learning independence are crucial in mathematics education, traditional instruction often restricts opportunities for active exploration. Although discovery learning and contextual materials have been examined independently, their integrated impact on these dual outcomes in junior high school statistics remains underexplored. Therefore, this study aimed to investigate the enhancement of students' statistical conceptual understanding and learning independence through Contextual Worksheet-Assisted Discovery Learning. Employing a quantitative pre-experimental (one-group pretest-posttest) design, the research involved 29 ninth-grade students at an Islamic junior high school in Garut Regency, Indonesia. Data collected via conceptual tests and self-report questionnaires were analyzed using paired-sample t-tests, Wilcoxon signed-rank tests, and N-Gain analysis. The results demonstrated a significant improvement in statistical conceptual understanding, with mean scores rising from 64.97 (SD = 15.37) to 76.14 (SD = 19.20) (t(28) = −5.239, p < .001), achieving a moderate N-Gain of 0.41. Concurrently, learning independence significantly increased from 28.34 to 30.41 (Z = −3.167, p = .002). These findings suggest that integrating discovery learning with contextual worksheets provides an effective, structured environment that fosters both conceptual exploration and autonomous learning. Although the absence of a control group limits definitive causal claims, this pedagogical approach shows substantial promise for advancing statistical education in secondary schools.