Kemampuan Pembuktian Matematika Berdasarkan Gender Dan Gaya Belajar

Erawati, Ni Ketut; Purwati, Ni Kadek Rini

doi:10.31000/prima.v4i2.2617

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…DePorter and Hernacki (2000) mention that learning styles are divided into three, namely visual, auditory and kinesthetic learning styles. Each learning style has unique strengths that can support a person's learning abilities (Erawati & Purwati, 2020).…”

Section: The Effect Of the Problem Based Learning On Mathematical Rea...mentioning

confidence: 99%

The Effect of the Problem Based Learning on Mathematical Reasoning and Proofing Ability in Terms of Learning Style

Kusumaningtyas

2024

PJPM

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Mathematics is the main foundation at various levels of education so that students need to be equipped with mathematics in order to have the ability to reason, think logically, systematically and critically in dealing with various problems. There are several factors that cause low reasoning abilities in schools, some of which are the use of learning methods or models while in class. An appropriate learning model for students can improve mathematical reasoning and proving abilities. Learning styles which are divided into three, namely visual, auditory and kinesthetic can also be a factor in low reasoning abilities. The purpose of this study is to identify the impact of the Problem Based Learning model on mathematical reasoning and proof skills, taking into account variations in learning styles. The population in this study were all 8th grade student at SMP Negeri 1 Gatak. The samples taken were two classes taken randomly using simple random sampling technique. This research is a quantitative research with a quasi experiment. The instruments used in this study consisted of a learning style questionnaire, pretest and posttest. The findings from this study are as follows: 1) The use of the Problem Based Learning (PBL) model has a significant impact on students' abilities in mathematical reasoning and proof; 2) Learning style has no effect on students' mathematical reasoning and proving abilities; 3) No interaction was detected between learning models and learning styles in influencing students' mathematical reasoning and proving abilities.

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Section: The Effect Of the Problem Based Learning On Mathematical Rea...mentioning

confidence: 99%

The Effect of the Problem Based Learning on Mathematical Reasoning and Proofing Ability in Terms of Learning Style

Kusumaningtyas

2024

PJPM

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“…Several researchers have researched the VARK-Fleming model, including the findings of Erawati et al (Erawati et al, 2020;Monariska & Komala, 2020;Prihaswati & Purnomo, 2021), which discovered that employing the VARK-Fleming model can improve connection skills and mathematical proof abilities. However, the sample was at the university level, so whether this model improved mathematical abilities at the junior high school level was unknown.…”

Section: |mentioning

confidence: 99%

The Vark-Fleming Model and Self-Concept: Does It Affect Mathematical Concepts Understanding

Supriadi,

Vitona,

Rinaldi

2023

AJPM

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Kemampuan pemahaman konsep sangat dibutuhkan dalam proses pembelajaran matematika yang harus dikuasai untuk menunjang keberhasilan proses pembelajaran. Penelitian kuantitatif ini mengkaji kemampuan pemahaman konsep matematis siswa dengan mengimplementasikan model VARK-Fleming dan self-concept sebagai variabel kovariat. Penelitian ini bertujuan untuk mengetahui pengaruh model VARK-Fleming terhadap kemampuan pemahaman konsep matematis dengan mengontrol self-concept siswa dan pengaruh variabel kovariat self-concept terhadap kemampuan pemahaman konsep matematis siswa, serta pengaruh secara simultan model VARK-Fleming dan self-concept terhadap kemampuan pemahaman konsep matematis siswa. Partisipan dalam penelitian ini berjumlah 64 siswa SMP, dengan rincian 32 siswa belajar menggunakan model VARK-Fleming dan 32 siswa belajar dengan model ekspositori. Alat yang digunakan untuk mengumpulkan data adalah angket dan tes uraian. Pengujian hipotesis menggunakan analysis of covariance (one-way ancova). Hasil penelitian ini menunjukkan bahwa terdapat pengaruh lebih baik model pembelajaran VARK-Fleming dibandingkan model ekspositori dan self-concept terhadap kemampuan pemahaman konsep matematis siswa baik secara parsial maupun simultan.Â Concept understanding is required for the learning process to be successful. This quantitative study investigates students' mathematical concept understanding abilities using the VARK-Fleming model and self-concept as a covariate variable. The purpose of this research is to determine the effect of the VARK-Fleming model on students' ability to understand mathematical concepts by controlling for students' self-concept and the effect of the covariate variable of self-concept on students' ability to understand mathematical concepts, as well as the simultaneous concept of the VARK-Fleming model and self-concept on students' ability to understand mathematical concepts. Sixty-four junior high school students participated in this research, with 32 learning the VARK-Fleming model and 32 learning the expository model. Questionnaires and descriptive tests were employed to collect information. The analysis of covariance was utilized for hypothesis testing (one-way ANCOVA). The findings of this research reveal that the VARK-Fleming learning model has a better effect on students' mathematical concept understanding capacity than the expository model and self-concept, both partially and concurrently.

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Kemampuan Pembuktian Matematika Berdasarkan Gender Dan Gaya Belajar

Cited by 2 publications

References 8 publications

The Effect of the Problem Based Learning on Mathematical Reasoning and Proofing Ability in Terms of Learning Style

The Effect of the Problem Based Learning on Mathematical Reasoning and Proofing Ability in Terms of Learning Style

The Vark-Fleming Model and Self-Concept: Does It Affect Mathematical Concepts Understanding

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