scholarly journals The Difference between Mathematical Reasoning Ability Improvement by Learning with Meta Cognitive Approach Aided Probing and Prompting Techniques in SMP Negeri 4 SeiSuka

2016 ◽  
Vol 4 (1) ◽  
pp. 120 ◽  
Author(s):  
Nadran Hamdani Siregar ◽  
Kms. M. AminFauzi
Keyword(s):  
Mathematical Reasoning ◽  
Descriptive Analysis ◽  
Reasoning Ability ◽  
Validity And Reliability ◽  
Technical Approach ◽  
Cognitive Approach ◽  
Reasoning Abilities ◽  
Class Viii ◽  
The Difference ◽  
Better Than

<em>The purpose of this study were: (1) analyzed the differences in students’ mathematical reasoning ability </em><em>improvement taught by metacognition approach aided probing technique (PMT-probing) and </em><em>metacognition approach aided prompting technique (PMT-prompting); and (2) described the process of</em><br /><em>the students’ responses in solving mathematical reasoning abilities. This study was a quasi </em><em>experimentalresearch. The population in this study were all students of class VIII SMP Negeri 4 </em><em>SeiSuka, with a purposive sampling techniques, the obtained sample was VIII-1 and VIII-2. The </em><em>research instrument used a test of mathematical reasoning ability, and had qualified the criteria of </em><em>content validity, and reliability coefficient of 0.819. Anova two ways was used to analyze the difference </em><em>of mathematical reasoning ability improvement, while descriptive analysis was used to analyze </em><em>students’ answers process. The results showed that: (1) There were differences in students’ </em><em>mathematical reasoning skills improvement which were taught by metacognition approach aided </em><em>probing techniques and the students taught by prompting technical approach; and (2) The process of </em><em>the students’ responses on students’ mathematical reasoning abilitythrough learning with metacognition </em><em>approach aided by prompting techniques was better than metacognition approach aided by probing</em><br /><em>techniques.</em>

scholarly journals KEMAMPUAN PENALARAN MATEMATIK SISWA MTs

2018 ◽  
Vol 1 (3) ◽  
pp. 347
Author(s):  
Mochamad Try Suharto ◽  
Siti Chotimah
Keyword(s):  
Analogical Reasoning ◽  
Deductive Reasoning ◽  
Mathematical Reasoning ◽  
Reasoning Ability ◽  
Reasoning Abilities ◽  
Analytical Reasoning ◽  
Class Viii ◽  
Human Thinking ◽  
Written Test ◽  
Research Students

The reasoning is the ability to find a way to get the truth. In terminology, logic is the science that governs the process of human thinking so that the results presented can reach the truth. So it can be concluded also that by reasoning, humans can make an argument that is absolute and can be accepted by others through logical thinking. This research was conducted to determine the mathematical reasoning ability of MTs class 8 students on Triangle and Quadrilateral material based on indicators of mathematical reasoning ability that is to draw a logical conclusion and compose an argument, analogical reasoning, transductive reasoning, deductive reasoning, generalization and estimate answers, solutions or tendency with non-routine troubleshooting. The research method used is descriptive qualitative with data to be analyzed is qualitative data in the form of written and oral answers obtained from the written test. This research was conducted in MTs PPI 38 Padalarang with the subject of this research is class VIII-A which amounted to 31 people. Based on the results of research, students' mathematical reasoning abilities on MTs PPI 38 Padalarang are classified as sufficient. This is because there are some reasoning indicators that still need to be improved especially on analytical reasoning and generalization indicator as stated in the table which has been described.

scholarly journals The Development of Teacher Efforts to Improve The Mathematical Reasoning Abilities Through The Problem Based Learning

2020 ◽  
Vol 1 (8) ◽  
Author(s):  
Siti Rahmah ◽  
Rahmah Johar ◽  
Saminan Saminan
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Mathematical Reasoning ◽  
Problem Based Learning ◽  
Reasoning Ability ◽  
Research Subjects ◽  
Ability Test ◽  
Reasoning Abilities ◽  
Better Than ◽  
Made In

The purpose of this study is to determine teacher efforts to improve students' mathematical reasoning abilities through the Problem Based Learning model. This research is a classroom action research consisting of two cycles, namely planning, implementation, observation, and reflection. The research subjects were 28 students of class VII-1 SMP Negeri 2 Siantan, Anambas Islands Regency. The research instrument used was the teacher's observation sheet and the mathematical reasoning ability test. Data collection is done through observation and tests. The data obtained were analyzed qualitatively and described in a descriptive form. The results obtained are the mathematical reasoning ability of students in the first cycle of 2.27 and the second cycle of 2.83. Based on the results of the study showed that the efforts of teachers made in the second cycle were better than the first cycle, so that an increase in students' mathematical reasoning abilities in the second cycle was in the good category.

Penerapan Model Pembelajaran Problem Solving Dengan Pendekatan Saintifik Pada Kemampuan Penalaran Matematis Siswa Kelas VIII B SMP Negeri 1 Padamara

2020 ◽  
Vol 6 (1) ◽  
pp. 62
Author(s):  
Dyah Ayu Nur Khoeriyah ◽  
Ahmad Ahmad
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Action Planning ◽  
Reasoning Ability ◽  
Ability Test ◽  
Average Value ◽  
Reasoning Abilities ◽  
Flat Side ◽  
Class Viii

This study aims to improve students' mathematical reasoning abilities in learning mathematics through Problem Solving with Scientific approaches. The subjects in this study were all students of class VIII B, Padamara 1 st junior high school, totaling 33 students. This research was conducted in 3 cycles, each cycle consisting of 2 meetings. Each cycle in this study includes action planning, action implementation, observation and reflection. To measure the ability of mathematical reasoning is evaluated using the mathematical reasoning ability test. Based on the results of the study, the mathematical reasoning ability of the first cycle obtained an average value of 40.9, the second cycle obtained an average value of 60.15, and the third cycle obtained an average value of 63.3. The conclusion obtained from this study is that learning with Problem Solving with the Scientific approach can improve the mathematical reasoning ability of students of class VIII B Padamara 1 N Middle School, especially the subject of Building a Flat Side Room.

THE EFFECT OF REALISTIC MATHEMATHIC EDUCATION MODELS ON MATHEMATICAL REASONING ABILITY REVIEWED FROM STUDENT’S LEARNING STYLES

2019 ◽  
Vol 3 (1) ◽  
pp. 12
Author(s):  
Dini Apriani ◽  
Mujib Mujib ◽  
Dona Dinda Pratiwi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mathematical Reasoning ◽  
Mathematical Education ◽  
Reasoning Ability ◽  
Reasoning Abilities ◽  
Kinesthetic Learning ◽  
Education Model ◽  
Essay Tests ◽  
Better Than

<span class="fontstyle0">Abstract </span><span class="fontstyle2">This study aims to see the effect of realistic mathemathic education models<br />on students' mathematical reasoning abilities in terms of learning styles. This type of<br />research is quantitative. Data collection techniques used were essay tests and<br />interviews. The data analysis technique used is hypothesis testing using 2-way anava.<br />But before the anava test is carried out, the normality, homogeneity and balance tests<br />are performed. Based on the data that is known that normal data, based on the same<br />and balanced variance obtained by the 2-way Anova test results indicate that there<br />is an influence of the RTE model on students' mathematical reasoning ability, namely<br />the reasoning ability of students with RME model treatment is better than the<br />mathematical reasoning ability with conventional treatment methods. In addition<br />there is the influence of student learning styles on students' reasoning abilities.<br />Furthermore, mathematical reasoning ability of students who have who have a visual<br />learning style is better than students who have an auditory and kinesthetic learning<br />style. While students who have kinesthetic learning styles are better than students<br />who have auditory learning styles. There is no interaction between the treatment of<br />learning with the learning styles category of students. Means, there is no difference<br />in the effect between the learning treatment and learning styles of students on the<br />ability of mathematical reasoning on students with the treatment of learning using<br />the Realistic Mathematics Education model or using conventional learning models.<br /></span><span class="fontstyle0">Key Word</span><span class="fontstyle2">: Realistic Mathematical Education Model, Mathematical<br />Reasoning Ability, Learning Styles</span> <br /><br />

scholarly journals EFFECT OF LEARNING WITH ABDUCTIVE-DEDUCTIVE STRATEGY TOWARDS THE ACHIEVEMENT OF REASONING ABILITY OF HIGH SCHOOL STUDENTS

2017 ◽  
Vol 6 (2) ◽  
pp. 111
Author(s):  
Ali Shodikin
Keyword(s):  
High School ◽  
High School Students ◽  
Quantitative Research ◽  
Mathematical Reasoning ◽  
Control Group ◽  
Reasoning Ability ◽  
School Students ◽  
Reasoning Abilities ◽  
Central Java ◽  
Better Than

The purpose of this study was to investigate the effect of learning with abductive-deductive strategy towards the achievement of mathematical reasoning abilities of high school students. Research carried out an experimental pretest-posttest design and the control group was not randomized in class XI student at one high school in Pati, Central Java, Indonesia. Data analysis was conducted quantitative research based on early mathematical ability categories (KAM) and overall. The results showed that the achievement of mathematical reasoning abilities that students acquire learning abductive-deductive strategy better than students who received the expository learning. In more detail of KAM categories, only middle category that show achievement of mathematical reasoning abilities better. While in upper and under categories have the same reasoning abilities achievements. This research is expected teachers can encourage students to do abduction and deduction in the learning achievement of students’ mathematical reasoning abilities.

scholarly journals PERBEDAAN KEMAMPUAN PENALARAN MATEMATIS SISWA YANG DIAJAR DENGAN MODEL PEMBELAJARAN DISCOVERY LEARNING DAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DI KELAS VIII SMP NEGERI 6 MEDAN

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Indah . Syahputri ◽  
Martua . Manullang
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Discovery Learning ◽  
Reasoning Ability ◽  
Reasoning Abilities ◽  
Class 1 ◽  
Class Viii

ABSTRAK Penelitian ini bertujuan untuk mengetahui bahwa kemampuan penalaran matematis siswa yang diajar dengan model pembelajaran Discovery Learning lebih tinggi daripada siswa yang diajar dengan model pembelajaran kooperatif tipe STAD di kelas VIII SMP Negeri 6 Medan T.A 2016/2017. Jenis penelitian ini adalah eksperimen semu. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII Semester genap SMP Negeri 6 Medan dan sampel dalam penelitian ini adalah siswa kelas VIII-C dan kelas VIII-D sebanyak 76 siswa. Instrumen yang digunakan untuk mengetahui kemampuan penalaran matematis  siswa adalah tes kemampuan penalaran matematis  yang telah divalidasi dalam bentuk uraian. Dari hasil penelitian yang diberi perlakuan yang berbeda, kelas eksperimen 1 dengan model pembelajaran Discovery Learning dan kelas eksperimen 2 dengan model pembelajaran kooperatif tipe STAD diperoleh kesimpulan bahwa kemampuan penalaran matematis siswa yang diajar dengan model pembelajaran Discovery Learning lebih tinggi daripada siswa yang diajar dengan model pembelajaran kooperatif tipe STAD di kelas VIII SMP Negeri 6 Medan  T.A.  2016/2017 Kata Kunci : Discovery Learning, STAD, Penalaran Matematis  ABSTRACT This study aims to determine that the students' mathematical reasoning abilities taught by the learning model of Discovery Learning is higher than the students who are taught by STAD type cooperative learning model in class VIII SMP Negeri 6 Medan T.A 2016/2017. This type of research is a quasi experiment. The population in this study is all students of class VIII Semester even Junior High School 6 Medan and the sample in this study are students of class VIII-C and class VIII-D as many as 76 students. The instrument used to determine students' mathematical reasoning abilities is a validated test of mathematical reasoning ability in the form of a description. From the results of different research, experimental class 1 with the learning model of Discovery Learning and experiment 2 class with STAD type cooperative learning model obtained the conclusion that the students' mathematical reasoning ability taught by the learning model of Discovery Learning is higher than the students who are taught by the model of learning Cooperative type STAD in class VIII SMP Negeri 6 Medan TA 2016/2017 Keywords: Discovery Learning, STAD, Mathematical Reasoning

scholarly journals COMPARISON OF MATHEMATICAL STUDENTS OF SMP STUDENTS BETWEEN LEARNING USING A REALISTIC APPROACH WITH USING OPEN ENDED APPROACH

2018 ◽  
Vol 1 (3) ◽  
pp. 329
Author(s):  
Fathoni Akhmad Ramdhani ◽  
Euis Eti Rohaeti
Keyword(s):  
Mathematics Education ◽  
Mathematical Reasoning ◽  
Significance Test ◽  
Realistic Mathematics Education ◽  
Significance Level ◽  
Realistic Mathematics ◽  
Class Viii ◽  
The Difference ◽  
Better Than ◽  
Learning By Using

This study aims to examine whether improving students' mathematical reasoning abilities that get learning by using a realistic mathematics education approach is better than students who get open ended learning. Method in this research is experiment method by using 2 sample. The sample was taken randomly, that is class VIII-C as a class that get learning by using realistic mathematics education approach, and class VIII-B as a class that get open ended learning. Instrument in this research is a test instrument in the form of description consists of 8 given problem in the form of pretest and postes, then the data of students' mathematical reasoning scores were analyzed by using the normality test of both groups then tested the homogeneity of two variance and the significance test of the difference of two averages. The final result of this study with a significance level of 0.05 concluded that the improvement of capability the mathematical reasoning of students who get learning by using a realistic mathematics education approach is better than students who get open ended learning.

scholarly journals Reasoning ability through challenge based learning kahoot

2019 ◽  
Vol 5 (2) ◽  
pp. 180-188
Author(s):  
Wati Susilawati ◽  
Kartika Dewi
Keyword(s):  
Mathematical Reasoning ◽  
Control Group ◽  
Reasoning Ability ◽  
Control Group Design ◽  
Learning Improvement ◽  
Conflict Processes ◽  
Reasoning Abilities ◽  
Challenge Based Learning ◽  
Post Test ◽  
Better Than

The main objective is to analyze the improvement of mathematical reasoning ability through the challenge based learning with kahoot application. An experimental study, pre-test and post-test control group design. The population subjects were all students of class XI of the SMAN 26 Bandung, by involving a sample of three classes through random sampling techniques from five parallel classes available. Instrument for mathematical reasoning tests. Findings: There was improvement in mathematical reasoning abilities of students who obtained a challenge based learning assisted by the kahoot application, challenge based learning without a kahoot, and conventional learning. Improvement of mathematical reasoning abilities of students who obtained a challenge based learning with kahoot application is better than challenge based learning without the kahoot, and expository learning. Challenge based learning kahoot applications can facilitate conflict processes, discovery, social interaction, and reflective to improve students’s mathematical reasoning abilities.

scholarly journals KEMAMPUAN PENALARAN MATEMATIS SISWA KELAS VIII MTs ISLAMIYAH MEDAN MELALUI PENDEKATAN OPEN-ENDED

2019 ◽  
Vol 4 (2) ◽  
pp. 217-225
Author(s):  
Ade Evi Fatimah
Keyword(s):  
Action Research ◽  
Test Scores ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Reasoning Ability ◽  
Student Responses ◽  
Average Percentage ◽  
Reasoning Abilities ◽  
Learning Mathematics ◽  
Class Viii

Abstract. This research is a Classroom Action Research which aims to improve the mathematical reasoning ability of students of class VIII Mts Islamiyah Medan through the Open-Ended approach. The subjects in this study were all students of class VIII-1 MTs Islamiyah Medan, totaling 24 students. This research was conducted in 2 cycles, namely cycle I and II, each of which consisted of two meetings. The instruments used in this study were observation guidelines for implementing learning with the Open-Ended approach, cycle tests to measure students' mathematical reasoning abilities towards learning mathematics with the Open-Ended approach, interview guidelines and documentation. Data from observations, tests, and questionnaires were analyzed quantitatively which was strengthened by the results of interviews and descriptive qualitative documentation. The results showed that the mathematical reasoning ability of students in class VIII-1 MTs Islamiyah Medan increased from cycle I to cycle II after learning was carried out with the Open-Ended approach. This is shown by as many as 20 students or 83.3% experienced an increase in mathematical reasoning ability based on the total score of aspects of mathematical reasoning ability. The average percentage of test scores increased from 66.6% in the first cycle to 83.3% in the second cycle and in the high category. Based on observations of the implementation of learning with the Open-Ended approach is good and in accordance with the characteristics of the Open-Ended Approach. Based on the results of interviews and questionnaire results data student responses to mathematics learning in relation to mathematical reasoning abilities, increased from cycle I to cycle II.Keywords: Mathematical Reasoning Ability, Open-Ended Approach.

scholarly journals PENERAPAN COOPERATIVE LEARNING TIPE TAPPS MENGGUNAKAN BAHAN AJAR GAMIFIKASI TERHADAP PENALARAN MATEMATIS DITINJAU DARI KEPERCAYAAN DIRI PESERTA DIDIK KELAS VIII SMP

2020 ◽  
Vol 3 (2) ◽  
pp. 61-67
Author(s):  
Yulita Anggun Sari ◽  
Mohammad Muhassin ◽  
Indah Resti Ayuni Suri ◽  
Rizki Wahyu Yunian Putra
Keyword(s):  
Cooperative Learning ◽  
Random Sampling ◽  
Mathematical Reasoning ◽  
Teaching Materials ◽  
Reasoning Abilities ◽  
Self Confidence ◽  
Quasi Experimental ◽  
The Difference ◽  
Cluster Random Sampling ◽  
Better Than

This research aims to determine the influence between the application of TAPPS type cooperative learning using gamification teaching materials and conventional learning, the difference between high, medium, and low Self Confidence, and the interaction between TAPPS type cooperative learning and Self Confidence toward the ability of mathematical reasoning. This research used a quasi-experimental method and subjects of SMP Negeri 1 Natar Lampung Selatan with 64 students. The sample class used were two classes by using Cluster Random Sampling. Hypothesis testing conducted in this research uses two-way ANAVA with ∝=5%. The results showed: (1) learning using TAPPS type cooperative learning using gamification teaching materials is more effective than learning with conventional methods, (2) there is a self-confidence effect on mathematical reasoning abilities, high Self Confidence is better than medium and low self-confidence and the ability of mathematical reasoning with medium Self Confidence is better than low Self Confidence, (3) there was no interaction between TAPPS type cooperative learning and Self Confidence in mathematical reasoning abilities.   Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh antara penerapan cooperative learning tipe TAPPS  menggunakan bahan ajar gamifikasi dan pembelajaran konvensional, perbedaan antara kepercayaan diri yang tinggi, sedang dan rendah, dan  interaksi antara cooperative learning tipe TAPPS dan kepercayan diri terhadap kemampuan penalaran matematis siswa SMP. Jenis penelitian in adalah Quasy Eksperimental, Penelitian dilakukan di SMP Negeri Natar Lampung Selatan dengan jumlah siswa 64.  Sampel kelas yang digunakan adalah dua kelas dengan menggunakan teknik Cluster Random Sampling. Pengujian hipotesis menggunakan ANAVA dua arah dengan ∝ = 5%. Hasil penelitian ini adalah: (1) Cooperative learning tipe TAPPS  menggunakan bahan ajar gamifikasi lebih berpengaruh daripada pembelajaran konvensional terhadap kemampuan penalaran matematis (2) Kemampuan penalaran matematis dengan kepercayaan diri yang tinggi lebih baik daripada kepercayaan diri sedang dan rendah serta kemampuan penalaran matematis dengan kepercayaan diri yang sedang lebih baik daripada kepercayaan diri rendah (3) Tidak ada interaksi antara cooperative learning tipe TAPPS dan  kepercayaan diri terhadap kemampuan penalaran matematis.

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