This study aims to determine the impact of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model on students' mathematical reasoning abilities in terms of student motivation. The research method used was a quasi-experimental method with a post-test only control design research design. The population of this study was all students in five classes XII Private School. The samples were taken at class XII AP-2 and XII MM-1 as the experimental class, and class XII AP-1 and XII MM-2 as the control class. The data analysis technique used is hypothesis testing using ANOVA 2 paths. Based on the research results obtained that (a) There is an influence of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model on mathematical reasoning abilities. (b) There is an influence of student learning motivation on mathematical reasoning abilities. (c) There is no interaction between the treatment of learning models and categories of students' learning motivation towards mathematical reasoning abilities. Thus, as a whole it can be concluded that the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model influences the ability of mathematical reasoning and can increase students' learning motivation.
STEM is seen as an essential means of realizing informed citizens who benefit from national, regional, and local policies decisions. This study reveals how the categories of students' mathematical communication in solving STEM problems on the material of the two-variable system of linear equations (SPLDV). Mathematical communication express mathematical ideas with symbols, tables, or other forms in mathematical language. The qualitative research took students of SMP Negeri 2 Belitang III, Indonesia and with 20 subjects. The data were collected through tests and interviews, then they were analyzed through the stages of data reduction, data presentation, and drawing conclusions. Instrument validation to obtain the validity of data. The results showed three categories of mathematical communication, namely symbolic, visual, and text communication, in solving STEM problems. Symbolic problem-solvers have the characteristics of students who can express real situations given in language or mathematical symbols. Meanwhile, visual problem-solvers tend to express the situation of mathematical ideas in the form of graphs, tables, or other forms. As for textual students, it is easier to express situations into mathematical language or symbols. Future research can focus on students' mathematical communication characteristics from the timing aspect, which highlights when problem-solvers communication skills emerge in solving problems.
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