Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran guided inquiry dan problem solving, serta perbedaan kedua pembelajaran tersebut yang ditinjau dari prestasi belajar peluang, kemampuan penalaran siswa, dan sikap siswa terhadap matematika. Penelitian ini adalah penelitian quasi eksperimen dengan desain pretest-postest nonequivalent comparison-group design. Populasi dalam penelitian ini adalah seluruh siswa Kelas XI SMA Negeri 2 Baubau yang dikelompokan sebanyak 10 kelas. Sampel dalam penelitian ini sebanyak dua kelas yang dipilih secara acak. Untuk mengetahui keefektifan pembelajaran digunakan uji one sample t-test; untuk mengetahui perbedaan keefektifan menggunakan uji MANOVA (multivariate tests); untuk mengetahui pembelajaran mana yang lebih efektif menggunakan uji independent sample t-test. Adapun hasil penelitian ini adalah: (1) pendekatan pembelajaran guided inquiry dan pembelajaran problem solving masing-masing efektif ditinjau dari prestasi belajar, kemampuan penalaran siswa, dan sikap siswa terhadap matematika, (2) pendekatan pembelajaran guided inquiry sama efektifnya dengan pembelajaran problem solving ditinjau dari prestasi belajar dan sikap siswa terhadap matematika, dan (3) pendekatan pembelajaran guided inquiry lebih efektif dari pada pembelajaran problem solving ditinjau dari kemampuan penalaran siswa.Kata Kunci: pembelajaran guided inquiry, pembelajaran problem solving, prestasi belajar, penalaran matematika, dan sikap siswa terhadap matematika Comparison of Effectiveness Between Guided Inquiry Learning Approach and Problem Solving on Learning Achievement Probability, Reasoning Ability and Attitude Toward Mathematics AbstractThis study aimed to describe the effectiveness of guided inquiry learning and problem solving, as well as those learning a second difference is in terms of achievement of learning opportunities, reasoning ability of students, and students' attitudes toward mathematics. This research is a quasi-experimental design with pretest-posttest nonequivalent comparison-group design. The population in this study were all students of Class XI SMAN 2 Baubau to be grouped as much as 10 classes. The sample in this study were two randomly selected classes. To determine the effectiveness of study used a test of one sample t-test; to determine differences in the effectiveness of using test MANOVA (multivariate tests); to know which one is more effective learning using independent sample t-test test. The results of this study are: (1) guided inquiry approach to learning and teaching problem solving each effective in terms of achievement of learning, reasoning ability of students, and students' attitudes toward mathematics, (2) guided inquiry learning approach is as effective as the learning problem solving in terms of achievement learning and students 'attitudes toward mathematics, and 3) guided inquiry learning approach is more effective than learning problem solving in terms of students' mathematical reasoning abilities.Keywords: guided inquiry learning, problem solving learning, academic achievement, mathematical reasoning, and students' attitudes toward mathematics

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ADVERSITY QUOTIENT DAN PENALARAN KREATIF MATEMATIS SISWA SMA DALAM PEMBELAJARAN ARGUMENT DRIVEN INQUIRY PADA MATERI TURUNAN FUNGSI

KALAMATIKA Jurnal Pendidikan Matematika ◽

10.22236/kalamatika.vol2no1.2017pp15-28 ◽

2017 ◽

Vol 2 (1) ◽

pp. 15 ◽

Cited By ~ 8

Author(s):

Wahyu Hidayat

Keyword(s):

High School ◽

High School Students ◽

Mathematical Reasoning ◽

Senior High School ◽

Control Group ◽

Reasoning Ability ◽

School Students ◽

Learning Factors ◽

Senior High School Students ◽

Creative Mathematical Reasoning

This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that Argument Driven Inquiry (ADI) in improving senior high school students’ creative mathematical reasoning ability. The population of this study was senior high school students’ in Cimahi City and the samples were 69 senior high school students’ set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) creative mathematical reasoning ability of the students who received Argument Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole and the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); Learning factors and type of Adversity Quotient (AQ) affect the achievement of creative mathematical reasoning skills students. In addition, there is no interaction effect between learning and AQ together in developing the creative mathematical reasoning ability of students'; (3) creative mathematical reasoning ability of students’ has not been achieved optimally on the indicators novelty.

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Analisis Kemampuan Penalaran Matematis Mahasiswa Calon Guru Matematika Sebagai Kajian Evaluasi

Talenta Conference Series Science and Technology (ST) ◽

10.32734/st.v2i2.526 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Hanifah Nurus Sopiany

Keyword(s):

High School Students ◽

Secondary School ◽

Mathematical Reasoning ◽

Mathematics Learning ◽

Good Reason ◽

School Level ◽

Real Analysis ◽

Reasoning Ability ◽

School Students ◽

Secondary School Level

Penalaran matematis menggunakan pola pikir logis dalam menganalisa suatu masalah yang nanti pada akhirnya akan ditandai dengan aktivitas menyimpulkan atas masalah tersebut. Seseorang yang memiliki penalaran yang baik, tentunya akan berhati-hati dalam bertindak dan memutuskan sesuatu. Materi-materi pada kalkulus merupakan materi yang ada pada tingkat sekolah menengah yang nantinya menjadi lahan mengajar mahasiswa calon guru matematika S-1. Kemampuan penalaran yang dikaji mempengaruhi pembelajaran mahasiswa kedepannya karena berlaku pada matakuliah lanjut, contohnya pada kemampuan pembuktian akan selalu digunakan pada matakuliah persamaan diferensial, struktur aljabar, analisis vektor, analisis real, dll. Sedangkan sebagai calon guru yang nantinya mengajar pada tingkat sekolah menengah, maka kemampuan penalaran ini menjadi salah satu capaian pembelajaran matematika bagi siswa sekolah menengah, maka oleh karena itu guru yang mengajarnya haruslah memiliki kemampuan penalaran yang baik. Analisis kesalahan sangat penting untuk melakukan evaluasi dan refleksi pada struktur soal maupun pada perlakuan dalam pembelajaran dalam upaya memperbaiki kemampuan penalarannya. Mathematical reasoning uses a logical mindset in analyzing a problem that will eventually be marked by concluding activity on the problem. Someone who has good reason, will certainly be careful in acting and deciding something. The material content on the calculus is the material that exists at the secondary school level which will become the field of teaching the prospective master of math teacher bachelor. The reasoning ability studied influences student learning in the future as it applies to advanced courses, for example in the ability of proof will always be used in the course of differential equations, algebraic structure, vector analysis, real analysis, etc. While as a teacher candidate who will teach at the secondary school level, then this reasoning ability becomes one of the achievements of mathematics learning for high school students, therefore teachers who teach it must have good reasoning ability. Error analysis is very important to evaluate and reflect on the problem structure as well as on the treatment in learning in order to improve the reasoning ability.

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Motivasi dan Kemampuan Penalaran Matematis Siswa dengan Pembelajaran Kooperatif Tipe Pair Check Disertai Reward Pada Materi Fungsi

Math Educa Journal ◽

10.15548/mej.v2i2.183 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Rivdya Eliza ◽

Khadijah Khadijah ◽

Utari Wulandari

Keyword(s):

Cooperative Learning ◽

Student Motivation ◽

Test Score ◽

Mathematical Reasoning ◽

Hypothesis Test ◽

Learning Model ◽

Control Group ◽

Reasoning Ability ◽

Model Type ◽

Class Test

The purpose of this study is 1) To know the motivation to learn mathematics of taught by using cooperative learning model type Pair Check with reward higher than student motivation taught by convensional learning,and 2) To know the mathematical reasoning ability which was taught by using cooperative learning model type Pair Check with reward on material function is higher than students mathematical reasoning ability taught by convensional learning. This type of research is Quasi Experimental Research with Randomized Control Group Only Design. The population in this study is all eighth grade student of SMPN 19 Padang. In obtaining the sample class it is need to be done normality, homogeneity and equality of classroom average tests the class selected as the experimental class is VIII.5 class and the control class is VIII.3. The result of the research shows that 1) learning motivation of students which was taught by using cooperative learning Pair Check model with Reward is higher than student’s motivation taught by convensional learning. Hypothesis test that is t-score (7.034) > t-table (1.67), 2) students' mathematical reasoning ability after being taught by cooperative model type Pair Check with reward is higher than the students' mathematical reasoning abilities taught by conventional learning models. Seen from the average score of the experimental class test score of 80.16 and the average of the control class test score of 74.13. After hypothesis testing using t-test, obtained tscore > t-table (1.867 > 1.67) at 95%. So it can be student mathematical reasoning ability of class VIII SMPN 19 Padang which is taught by cooperative learning model type Pair Check with reward is higher than taught by using conventional learning.Keywords: Mathematic Reasoning Ability And Student Motivation, Model Cooperative Type Pair Check, Reward Fungsi, And Mathematic

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Pengaruh Model Pembelajaran Accelerated Learning Terhadap Kemampuan Penalaran Matematis Siswa Ditinjau Dari Self Regulated Learning

Journal of Mathematics Learning ◽

10.30653/004.201811.1 ◽

2018 ◽

Vol 1 (1) ◽

pp. 1-12

Author(s):

Nira Nawastiti ◽

Suyono Suyono ◽

Wardini Rahayu

Keyword(s):

Mathematical Reasoning ◽

Control Design ◽

Learning Model ◽

Accelerated Learning ◽

Reasoning Ability ◽

Self Regulated Learning ◽

Regulated Learning ◽

Academic Year ◽

Better Than ◽

Quasi Experiment

This study aims to see the effect of accelerated learning model of learning on the ability of mathematical reasoning in terms of self-regulated learning. This research was conducted at SMK Negeri Bekasi Regency in the academic year 2016-2017. The design of this research is Posttest-Only Control Design. The research method used is quasi experiment (quasi experiment). The reasonably affordable population of this study were four classes (two classes in two different schools, two classes at SMK Negeri 1 Tambun Selatan, which were treated with accelerated learning model and two classes at SMK Negeri 1 Tambun Utara were treated by conventional learning model) of the normal distribution, have the same or homogeneous variance, and have the same equality. The results of this study are (1) The mathematical reasoning ability of students who were treated with accelerated learning model is better than who where treated with the mathematical reasoning ability of students who were treated with conventional learning model , (2) there is interaction between learning model with self regulated learning to the ability of mathematical reasoning, (3) students' mathematical reasoning ability given treatment with accelerated learning model is better than who where treated with mathematical reasoning ability of students who are treated with learning model (4) The mathematical reasoning ability of students treated with conventional learning model is not better than who where treated with the mathematical reasoning ability of students who are treated with accelerated learning learning model.

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KEMAMPUAN PENALARAN BERDASARKAN KEYAKINAN MATEMATIKA DALAM PEMBELAJARAN PBL MELALUI PENDEKATAN INTERAKSI DYADIC

Jurnal Ilmiah Matematika dan Pendidikan Matematika ◽

10.20884/1.jmp.2018.10.2.2842 ◽

2018 ◽

Vol 10 (2) ◽

pp. 31

Author(s):

Dyah Retno Kusumawardani

Keyword(s):

Data Analysis ◽

Quantitative Research ◽

Mathematical Reasoning ◽

T Test ◽

Qualitative Description ◽

Dyadic Interaction ◽

Reasoning Ability ◽

Test Items ◽

The Difference ◽

Interaction Approach

The purposes of this research were (1) to describe the learning quality of PBL through dyadic interaction approach to mathematical reasoning ability of grade X students of IT Al Irsyad Purwokerto High School (2) to find pattern of students reasoning ability based on mathematical belief. This study uses a mixed method. Data analysis started from the analysis of test items. The analysis uses the prerequisite test and then hypothesis testing uses rara average (t-test), then the proportion of comparative tests (test-z) is to calculate the classical completeness. Further testing of determining the difference between the two classes uses different test average (t-test right side). Qualitative data analysis uses qualitative description. The results of quantitative research shows that learning class with PBL and dyadic interaction approach reached classical total 80%. The average difference test showed class’ results with PBL dyadic interaction approach better than a class activity with PBL. Subjects with very low belief can only fulfill 1 reasoning indicator well. Subjects with low belief can fulfill 3 reasoning indicators well and have not been able to fulfill 1 other indicator. Subjects with high belief can fulfill 4 indicators where 1 indicator is imperfect and subject with very high belief can fulfill all the indicators of reasoning well and complete.

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KEMAMPUAN PENALARAN MATEMATIKA DAN SELF-EFFICACY SISWA SMP

Delta: Jurnal Ilmiah Pendidikan Matematika ◽

10.31941/delta.v8i1.945 ◽

2020 ◽

Vol 8 (1) ◽

pp. 33

Author(s):

Aprisal Aprisal ◽

Sartika Arifin

Keyword(s):

Self Efficacy ◽

Positive Relationship ◽

Mathematical Reasoning ◽

Descriptive Analysis ◽

Reasoning Ability ◽

Correlation Test ◽

Eighth Grade Students ◽

Ability Tests ◽

The Subject ◽

Inferential Analysis

This study is a survey research using quantitative approach. The subject in this study was eighth grade students with 132 students. Data in this study were collected using two instruments, namely mathematics reasoning ability tests and self-efficacy questionnaires. Analysis of the data in this study was divided into two parts, namely descriptive analysis and inferential analysis. Descriptive analysis described of mathematical reasoning ability and self-efficacy. Inferential analysis used Pearson product moment correlation test to find relationship between self-efficacy and mathematical reasoning ability. The results of the study showed that the students' self-efficacy was in high category and the strength aspect was the dimension of self-efficacy with the highest score. In mathematical reasoning ability, the ability of students to give correct and complete evidence of solutions has the highest score. The result of correlation test showed that there was relationship between self-efficacy and mathematical reasoning ability with a positive relationship

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