scholarly journals PERBEDAAN KEMAMPUAN PENALARAN MATEMATIKA SISWA ANTARA TEKNIK PEMBELAJARAN PROBING PROMPTING DENGAN METODE PEMBELAJARAN KONVENSIONAL DI KELAS VII SMP 17 AGUSTUS 1945 SURABAYA

2015 ◽  
Vol 3 (4) ◽  
pp. 170
Author(s):  
Edy Widayat ◽  
Devita Murniati
Keyword(s):  
Student Learning ◽  
Teaching Methods ◽  
Cognitive Abilities ◽  
Mathematical Reasoning ◽  
Reasoning Abilities ◽  
Efficient Cause ◽  
Learning Techniques ◽  
Conventional Teaching ◽  
Mathematical Problems ◽  
The Right

Orientation mathematics are mathematical reasoning abilities. Reasoning is a process or activity is thought to draw the right conclusions based on some of the statements that have been proven or assumed to be true. Students require reasoning ability in solving mathematical problems that involve critical thinking, systematic, logical, and creative. Through the mathematical reasoning students can apply for the alleged then compile evidence, manipulation, and draw conclusions correctly and precisely of the problem or a math problem. Mathematical reasoning skills students are low is one of the fundamental problems in mathematics today. The low student learning outcomes are influenced by many factors, one of which is the use of teaching methods that are less effective and efficient cause unbalance cognitive abilities, affective, and psychomotor student. Learning methods commonly used by mathematics teachers are conventional teaching methods that rely on lectures and main tools blackboard so that students tend to be passive and less involved in the classroom. Conventional teaching methods do not provide the opportunity for students to think and can hamper students' mathematical reasoning abilities. One of the techniques taught are considered accommodative can attract students and increase the activity of thinking students are learning techniques probing prompting. Which is a technique of learning by the teacher presents a series of questions that are guiding and dug so that a process of thinking that links students' knowledge and experience with new knowledge that is being studied.

Applying problem-based learning to otolaryngology teaching

2010 ◽  
Vol 125 (2) ◽  
pp. 117-120 ◽  
Author(s):  
K A Abou-Elhamd ◽  
U M Rashad ◽  
A I Al-Sultan
Keyword(s):  
Teaching Methods ◽  
Clinical Teaching ◽  
Problem Based Learning ◽  
Teaching Experience ◽  
First Century ◽  
Small Group Teaching ◽  
Learning Techniques ◽  
Conventional Teaching ◽  
Practice Problem ◽  
Examination Techniques

AbstractObjectives:Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods.Methods:We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week).Conclusion:From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

scholarly journals PROFIL PENALARAN MATEMATIS SISWA SMP DALAM PEMECAHAN MASALAH ARITMETIKA SOSIAL BERDASARKAN KEMAMPUAN MATEMATIKA

MATHEdunesa ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 110-120
Author(s):  
YULIANA DWI RAHMAWATI ◽  
Masriyah Masriyah
Keyword(s):  
Problem Solving ◽  
Qualitative Data ◽  
Mathematical Reasoning ◽  
Research Subjects ◽  
Ability Test ◽  
Reasoning Abilities ◽  
Mathematical Abilities ◽  
Reasoning Problem ◽  
Mathematical Problems ◽  
Problem Solving Strategies

Mathematical reasoning is the ability to think about mathematical problems, namely by thinking logically about mathematical problems to get conclusions about problem solutions. There are several factors that can affect students' mathematical reasoning, including mathematical abilities. Dissimilarity of students' mathematical abilities allows for dissimilarity in their mathematical reasoning abilities. So, this research intends to describe students' mathematical reasoning abilities in solving social arithmetic problems based on dissimilarity in mathematical abilities. The purpose of this research was to describe qualitative data about the mathematical reasoning abilities of students with high, medium, or low abilities in solving social arithmetic problems. The instrument used was the Mathematical Ability Test to determine the three research subjects, followed by a Problem Solving Test to get qualitative data about students' mathematical reasoning abilities, then interviews to get deeper data that was not obtained through written tests. Thus, the research data were analyzed using mathematical reasoning indicators. From the result of data analysis, it was found that all students understood the problem well. Students with high and medium mathematical abilities are determining and implementing problem solving strategies properly, namely writing down the step for solving them correctly and making accurate conclusions by giving logical argumens at aech step of the solution. However, students with low mathematical abillities have difficulty in determining and implementing problem solving strategies because they do not understand the concept, thus writing the steps to solve the problems incorrectly and not giving accurate conclusions about the correctness of the solution. Keywords: mathematical reasoning, problem solving, mathematical abilities

scholarly journals PENERAPAN RECIPROCAL TEACHING DENGAN KARTU PERAN UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS MATERI TRIGONOMETRI

2020 ◽  
Vol 2 (2) ◽  
pp. 7-20
Author(s):  
Elisa Dewi Puspitasari
Keyword(s):  
Mathematical Reasoning ◽  
Lessons Learned ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Percentage Increase ◽  
Reasoning Ability ◽  
Average Percentage ◽  
Reasoning Abilities ◽  
Mathematical Problems ◽  
Class Average

The purpose of this study is to describe the application of Reciprocal Teaching with role cards to improve student mathematical reasoning abilities on trigonometry material. Mathematical reasoning is thinking about mathematical problems logically to solve a problem and give reasons for a solution. One of the lessons learned to overcome the low mathematical reasoning ability is the learning of Reciprocal Teaching models using role cards. The steps of Reciprocal Teaching activities include question generating, clarifying, predicting, and summarizing. Before the Reciprocal Teaching steps are carried out, students are given a role card to determine the students who become model teachers. This research is a classroom action research. Based on the research that has been done, it is known that the application of the Reciprocal Teaching model increases the mathematical reasoning ability of students in XI grade IPA 2 of SMA Negeri 8 Malang on the Trigonometry with an increase in class average from initial 73 to 60 in cycle I and to 73 in cycle II. In addition, the average percentage increase in students' mathematical reasoning also increased from 60% to 73%.

scholarly journals Classification of Student Reasoning Skills in Solving Mathematics Problems in Elementary School

2020 ◽  
Vol 9 (1) ◽  
pp. 95
Author(s):  
Joko Sulianto ◽  
Sunardi Sunardi ◽  
Sri Anitah ◽  
Gunarhadi Gunarhadi
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Students ◽  
Mathematical Reasoning ◽  
Student Reasoning ◽  
School Students ◽  
Reasoning Abilities ◽  
Mathematics Problems ◽  
Mathematical Problems

The purpose of this study was to describe the classification of students' reasoning abilities in solving mathematical problems in elementary schools. The focus of this study is the classification of students' reasoning abilities in solving mathematical problems in the elementary schools of the city of Semarang. This study uses a qualitative approach. The Research subject is elementary school students at Tambakrejo Elementary School Semarang. Data is taken using tests. Based on data analysis, the reasoning classification is as follows: 36.25% understand the meaning in low categories, 37.5% think logically in low categories, 31.1% understand negative examples in low categories, 17.05% think deductions in very low category, 18.15% think systematically in very low categories, 31.65% think consistently in low category, 34.85% make excuses and determine strategies in low category, 49.85% determine method in low category, and 24.3% draw conclusions in low category. Thus the reasoning ability of students is low, students have not been able to think logically to make connections between empirical facts and the problems faced so they are not able to draw conclusions, students have not been able to do the thinking process to make arguments so that new statements are based on facts, it is necessary to develop learning models to improve mathematical reasoning of elementary school students

scholarly journals PROFIL KEMAMPUAN PENALARAN INDUKTIF MATEMATIKA MAHASISWA PENDIDIKAN MATEMATIKA UNIPA DITINJAU DARI GAYA BELAJAR

2018 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Agus Haryono ◽  
Benidiktus Tanujaya
Keyword(s):  
Mathematics Education ◽  
Learning Styles ◽  
Learning Style ◽  
Mathematical Reasoning ◽  
Visual Learning ◽  
Inductive Reasoning ◽  
Education Students ◽  
Reasoning Abilities ◽  
Kinesthetic Learning ◽  
Mathematical Problems

<p>The purpose of this research was to study the profile of students' mathematical inductive reasoning abilities regarding visual, auditory and kinesthetic learning styles in solving mathematical problems. The research method used is qualitative with a descriptive approach. The results of the study showed that UNIPA mathematics education students tended to study with Visual Learning Styles. Students with this learning style tend to have inductive mathematical reasoning abilities that are better than inductive mathematical reasoning abilities of students learning with auditorial learning styles and those who learn with the kinesthetic learning style. Also, Mathematics Education students of the University of Papua do not have the ability to examine the validity of an argument and find patterns or characteristics of mathematical symptoms to generalize.</p>

scholarly journals The Influence of Realistic Mathemathic Education Model on Mathematical Reasoning Ability Viewed from Student Learning Styles

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Dini Apriani ◽  
Mujib Mujib ◽  
Dona Dinda Pratiwi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Mathematical Reasoning ◽  
Reasoning Ability ◽  
Balance Test ◽  
Anova Test ◽  
Reasoning Abilities ◽  
Analysis Technique ◽  
Essay Tests ◽  
Student Learning Styles

This study aims to see the effect of realistic mathemathic education models on students' mathematical reasoning abilities in terms of learning styles. This type of research is quantitative. Data collection techniques used are essay tests and interviews. The data analysis technique used is hypothesis testing using anava 2 roads. However, before the anova test is carried out, the normality, homogeneity and balance test are carried out first. Based on the data that has been known that normal data, based on the same and balanced variance, the 2-way ANOVA test results show that there is an influence of the RTE model on students' mathematical reasoning ability, namely the reasoning ability of students with the RME model treatment is better than mathematical reasoning ability with conventional treatment methods. In addition, there is the influence of student learning styles on students' reasoning abilities.

scholarly journals Mathematical Reasoning Abilities of High School Students in Solving Contextual Problems

2021 ◽  
Vol 3 (1) ◽  
pp. 201-211
Author(s):  
Ainun Rahma Firdausy ◽  
Triyanto ◽  
Diari Indriati
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematical Reasoning ◽  
Sampling Technique ◽  
Special Program ◽  
School Students ◽  
Reasoning Abilities ◽  
Reasoning Skills ◽  
Main Instrument ◽  
The Right

The purpose of this study was to describe students’ mathematical reasoning abilities, such as: drawing conclusions from a statement, doing mathematical manipulation, providing valid arguments and presenting mathematical statements, both verbally and in writing, in the form of pictures or graphs. This research used the descriptive qualitative method. The instruments used in this study were the main instrument (researchers) and the supporting instruments (tests and interviews). The test was given to 25 students of class XII SMA Muhammadiyah Surakarta Special Program (Muhammadiyah Surakarta Senior High School Special Program). The subjects of this study were eight students of class XII who were selected by purposive sampling technique. The results showed that students had good mathematical reasoning skills while doing mathematical manipulations and presenting mathematical statements verbally, in writing, or in pictures. Students did not show good mathematical reasoning skills when students have to draw conclusions from a statement and provide valid arguments. This is because students still do not master how to identify and determine the right strategy to solve problems, and the answers given by students were still not correct. In the future, teachers are expected to provide problems (questions) in various mathematical reasoning, so students are accustomed to working on problems with various levels of mathematical reasoning, and students’ mathematical skills can be better trained.

scholarly journals Effectiveness of Design Of Internet Integrated Students (Lkm) To Develop Capability Student Mathematics

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Selvi Riwayati ◽  
Yuriska Destania
Keyword(s):  
Research And Development ◽  
Student Learning ◽  
Learning Process ◽  
Mathematical Reasoning ◽  
Problem Based Learning ◽  
Learning Activities ◽  
The Internet ◽  
Learning Resource ◽  
Reasoning Abilities ◽  
Model Study

Adequate learning resources to support student learning activities are one of the supporting factors for the success of the learning process. The use of textbooks as a learning resource is less supportive of thinking activities, especially students' mathematical reasoning abilities. The textbook so far only emphasizes the ability to master the concept only so that the students' mathematical reasoning abilities are less attention. For this reason, this study intends to develop student worksheets (LKM) that can effectively develop mathematical reasoning abilities and be accessible to the internet. Model study is a research and development / R &D.To see the effectiveness of the product carried out by the experiment. The results of this study indicate that problem-based learning is assisted by integrated internet MFIs on average students' mathematical reasoning abilities increase.

The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability

2021 ◽  
Vol 1 (1) ◽  
pp. 36-44
Author(s):  
Ismail Djakaria
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Learning Motivation ◽  
Reasoning Ability ◽  
Reasoning Abilities ◽  
Tukey Test ◽  
Level 2 ◽  
Quasi Experiment

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.

scholarly journals Eksperimentasi Model Student Facilitator and Explaining dan Probing-Prompting Ditinjau dari Penalaran Matematis

2020 ◽  
Vol 1 (2) ◽  
pp. 83-90
Author(s):  
Annisa Nur Islami ◽  
Nurina Kurniasari Rahmawati ◽  
Wahyu Yulianto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Learning Models ◽  
Model Learning ◽  
Reasoning Abilities ◽  
Better Than

This research aims are to know: (1) are there differences in learning outcomes between learning models Student Facilitator and Explaining (SFE) and Probing-Prompting (PP)?; (2) whether there are differences in student learning outcomes with high, medium and low reasoning abilities?; and (3) whether there is an interaction effect between learning models and mathematical reasoning on student learning outcomes. This quantitative research is a quasi experiment. The research sample was 80 students in grade 8 at SMP Islam Dewan Da’wah. The sampling technique by cluster random. The research results is: (1) there is no difference in student mathematics learning outcomes between SFE and PP learning models; (2) Student learning outcomes of high mathematical reasoning abilities are better than moderate and low, and student learning outcomes of moderate mathematical reasoning abilities are better than low; (3) not for all student learning outcomes from high, medium and low level of reasoning abilities in SFE learning are better than PP model. In each model, learning outcomes from students’ high level of mathematical reasoning abilities are better than moderate and low, and student learning outcomes from moderate level of mathematical reasoning abilities are better than low.

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