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

2021 ◽  
Vol 2 (1) ◽  
pp. 36-44
Author(s):  
Ismail Djakaria ◽  
Febri Harun ◽  
Sarson W. Dj Pomalato
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.

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 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 ◽  
Febri Harun ◽  
Sarson W. Dj Pomalato
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 Mathematical Reasoning Ability and Learning Independence of High School Students Through Problem Based Learning Model

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Purnama Putra ◽  
M. Ikhsan
Keyword(s):  
High School ◽  
High School Students ◽  
Student Learning ◽  
Mathematical Reasoning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Reasoning Ability ◽  
Reasoning Abilities ◽  
Pbl Model

The ability of students to answer mathematical reasoning questions and to learn independence is still low. Mathematical reasoning and learning independence are important possessed by students. Therefore, a learning model of a relevant. One of the learning approaches is the Problem Based Learning (PBL) model. The purpose of the study to find out: Differences in the increase in mathematical reasoning abilities and student learning independence taught by using PBL with students taught with conventional learning in terms of (a) all students, and (b) student level (high, medium, low). This research is an experimental research design with a pretest-posttest control group design. The population of this study was all students of class X of the Delima 1 High School in Pidie. While the sample consisted of two classes, namely the experimental class (X-2) and the control class (X-3) taken by random sampling. The instrument used to obtain research data is a test of mathematical reasoning ability and student learning independence. To see the difference in mathematical reasoning abilities and student learning independence between classes PBL models with conventional classes using the t-test. The results showed that the improvement of students' mathematical reasoning abilities and student learning independence that obtained learning with PBL approach was better than students who obtained learning with conventional approach in terms of overall and initial abilities of students (high, medium, low), in quality there were significant differences between students who studied using PBL model with those using conventional learning.

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

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.

scholarly journals Perbandingan keefektifan pendekatan problem solving dan problem posing dalam pembelajaran matematika pada siswa SMP

2016 ◽  
Vol 11 (2) ◽  
pp. 136
Author(s):  
Harinda Nurril Falach
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Reasoning ◽  
Mathematical Understanding ◽  
T Test ◽  
Problem Posing ◽  
Reasoning Ability ◽  
Quasi Experiment

Penelitian ini bertujuan untuk mendeskripsikan: 1) keefektifan pendekatan problem solving terhadap kemampuan pemahaman dan penalaran matematis; 2) keefektifan pendekatan problem posing terhadap kemampuan pemahaman dan penalaran matematis; 3) perbandingan keefektifan antara pendekatan pembelajaran problem solving dan problem posing terhadap kemampuan pemahaman dan penalaran matematis siswa SMP pada pembelajaran bangun ruang sisi datar. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Data dianalisis menggunakan one sample t test, uji MANOVA rumus T2 Hotteling, dan uji t kriteria Bonferroni. Hasil penelitian menunjukkan bahwa: 1) pendekatan problem solving  efektif terhadap kemampuan pemahaman dan penalaran matematis; 2) pendekatan problem posing efektif terhadap kemampuan pemahaman dan penalaran matematis; 3) pendekatan problem solving lebih efektif dibandingkan problem solving terhadap kemampuan pemahaman matematis tetapi pendekatan problem solving tidak lebih efektif dibandingkatn problem posingterhadap kemampuan penalaran matematis siswa SMP pada pembelajaran bangun ruang sisi datar.Kata kunci: pendekatan problem solving, pendekatan problem posing, kemampuan pemahaman matematis, dan kemampuan penalaran matematis. The effectiveness comparison of problem solving and problem posing approaches in mathematics learning towards junior high school students AbstractThe aim of this study is to describe: 1) the effectiveness of problem solving approach on mathematical understanding and reasoning ability; 2) the effectiveness of problem posing approach on mathematical understanding and reasoning ability; 3) the comparison effectiveness of polyhedral learning using problem solving approach and problem posing approach on mathematical understanding and reasoning ability of State Junior High School. This study was a quasi experiment. The data were analyzed using one-sample t test, MANOVA test with T2 Hotteling's formula, and t-test with Bonferroni criterion. The results of the study show that: 1) the problem solving approach has an effect on mathematical understanding and reasoning ability; 2) the problem posing approach has an effect on mathematical understanding and reasoning ability; and 3) the problem solving approach is more effective than the problem posing approach on mathematical understanding ability, but the problem solving approach is not more effective in polyhedral learning than the problem posing approach on mathematical reasoning ability of State Junior High.Keywords: problem solving approach, problem posing approach, mathematical understanding ability, and mathematical reasoning ability

scholarly journals Pengaruh Model Pembelajaran Giving Question Getting Answer dan Think Pair Share terhadap Kemampuan Penalaran Matematika Siswa Kelas VII

2019 ◽  
Vol 8 (2) ◽  
pp. 341-352
Author(s):  
Asurya Octaviyunas ◽  
Arta Ekayanti
Keyword(s):  
High School ◽  
Experimental Study ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Reasoning Ability ◽  
Learning Models ◽  
Reasoning Abilities ◽  
Mathematics Ability ◽  
Quasi Experimental

AbstrakPenelitian ini didasari atas permasalahan pentingnya kemampuan penalaran matematis dan pencapaiannya yang masih rendah. Tujuan dari penelitian ini adalah mengetahui pengaruh model pembelajaran Giving Question Getting Answer dan Think Pair Share terhadap kemampuan penalaran matematika siswa, dan efektifitasnya dalam meningkatkan kemampuan tersebut. Populasi Penelitian eksperimen semu ini mencakup seluruh siswa kelas VII SMPN 1 Balong. Kelas VIIA diberi pembelajaran dengan model TPS sedangkan kelas VIIB dengan model GQGA. Instrumen pengumpulan data berbentuk tes, meliputi soal pretest dan posttest. Hasil penelitian menunjukkan bahwa model pembelajaran GQGA berpengaruh terhadap kemampuan penalaran siswa kelas VIIB dengan peningkatan yang terjadi dari nilai pretest ke posttest. Begitu juga dengan model pembelajaran TPS berpengaruh terhadap kemampuan penalaran matematika siswa kelas VIIA dengan peningkatan nilai pretest ke posttest. Model pembelajaran GQGA tidak lebih efektif daripada model pembelajaran TPS dalam meningkatkan kemampuan penalaran matematika siswa. The Effect of Learning Model Giving Question Getting Answer and Think Pair Share Toward Reasoning Mathematics Ability Student’s Grade VII AbstractThis research is based on the problem of the importance of mathematical reasoning abilities and their low achievement. The purpose of this study was to determine the effect of Giving Question Getting Answer and Think Pair Share learning models on students' mathematical reasoning abilities and their effectiveness in enhancing these abilities. Population This quasi-experimental study included all seventh-grade students of Balong 1 Junior High School. The VIIA class is given learning with the TPS model while the VIIB class is with the GQGA model. The instruments of data collection are in the form of tests, including the questions of the pretest and posttest. The results showed that the GQGA learning model had an effect on the reasoning ability of students in class VIIB with an increase that occurred from the pretest to the posttest. Likewise, the TPS learning model influences the mathematical reasoning abilities of VIIA students with an increase in the value of the pretest to posttest. The GQGA learning model is no more effective than the TPS learning model in improving students' mathematical reasoning abilities.

scholarly journals The Use of Numbered Heads Together (NHT) Learning Model with Science, Environment, Technology, Society (SETS) Approach to Improve Student Learning Motivation of Senior High School

2018 ◽  
Vol 14 (1) ◽  
pp. 26-31
Author(s):  
B. Sutipnyo ◽  
M. Mosik
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Model ◽  
Senior High School ◽  
Learning Motivation ◽  
Before And After ◽  
Improve Student Learning ◽  
Quasi Experiment

This research was aimed to determine the increasing of students' motivation that has been applied by Numbered Heads Together (NHT) learning model with Science, Environment, Technology, Society (SETS) approach. The design of this study was quasi experiment with One Group Pretest-Posttest Design. The data of students’ learning motivation obtained through questionnaire administered before and after NHT learning model with SETS approach. In this research, the indicators of learning-motivation were facing tasks diligently, showing interest in variety of problems, prefering to work independently, keeping students’ opinions, and feeling happy to find and solve problems. Increasing of the students’ learning motivation was analyzed by using a gain test. The results showed that applying NHT learning model with SETS approach could increase the students’ learning motivation in medium categories.

scholarly journals The Role of Aptitude Treatment Interaction Instructional Model with Task and Forced Instructional Strategy on Student Mathematical Reasoning Ability

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Serlina Serlina ◽  
Leonard Leonard
Keyword(s):  
Hypothesis Testing ◽  
Learning Strategies ◽  
Instructional Strategy ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Reasoning Ability ◽  
Average Value ◽  
Reasoning Abilities ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction

This research was conducted to determine the effect of aptitude-treatment interaction (ATI) instructional models with task and forced instructional strategy to mathematical reasoning abilities. Mathematical reasoning ability is an ability that belongs to the goals of national education, but its achievement is still fairly low. The method used in this study is a quasi-experimental method with a posttest-only research design. Sampling in this study using purposive sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMK Perintis 1 Depok and SMK Fajar Depok. The experimental class uses aptitude-treatment interaction (ATI) learning model with task and forced learning strategies, while the control class uses conventional methods. The collected data is then analyzed using the calculation of chi-square test, Fisher test, and hypothesis testing. The results of the data analysis showed that the average value of students who learned using aptitude-treatment interaction (ATI) learning model with task and forced learning strategies was higher than the average value of students who learned using conventional methods. Based on the results of hypothesis testing shows that there is an influence of aptitude-treatment interaction (ATI) learning model with task learning strategies and forced on students' mathematical reasoning abilities.

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