Kemampuan Penalaran Matematis Siswa Melalui Model Discovery Learning  Di Sekolah Menengah Aceh

Zubainur, Cut Morina; Jannah, Raudhatul; Syahjuzar, Syahjuzar; Veloo, Arsaythamby

doi:10.32672/si.v21i1.1893

Cited by 6 publications

(6 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hidayati (2013); Arianto, Sulianto, & Azizah (2019); Nashihah, sulianto & Untari (2019); Izzah & Azizah (2019); Hidayatullah, Sulianto, & Azizah (2019) measure the ability of reasoning using indicators to have comprehension, think logically, understand negative examples, think deduction, think systematically, think consistently, draw conclusions, determine methods, make reasons and determine strategies. Zubainur, Jannah, Syahjuzar, & Vello (2020) Results indicated that the mathematical reasoning skills of the students are increasing through the Discovery Learning Model. The result of this research is that applying the Discovery Learning Model will improve the mathematical reasoning capabilities of the students.…”

Section: Make Reasons and Determine Strategymentioning

confidence: 97%

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

Sulianto¹,

Sunardi²,

Anitah³

et al. 2020

j. pendidik. indonesia.

View full text Add to dashboard Cite

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

show abstract

Section: Make Reasons and Determine Strategymentioning

confidence: 97%

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

Sulianto¹,

Sunardi²,

Anitah³

et al. 2020

j. pendidik. indonesia.

View full text Add to dashboard Cite

show abstract

“…TIMSS results also reveal that several countries have below-average mathematics scores, such as Kuwait, South Africa, and Indonesia (Mullis et al, 2016;Mandasari, 2021). For Indonesia, students' mathematical reasoning abilities is still under-performed (Fatra et al, 2022;Mejía-Rodríguez et al, 2021;Zubainur et al, 2020). This data is reinforced by the results of previous research, which indicated that the average percentage of students' mathematical reasoning abilities in the aspect of presenting mathematical models in writing and pictures, making conjectures, manipulating finding patterns, or the nature of mathematical phenomena needs improvement (Fadhillah, 2019;Priyani & Ekawati, 2018a).…”

Section: Introductionmentioning

confidence: 99%

“…The ability to think appears when students are unable to solve problems easily. The characteristics of the habits of mind include making questions to solve problems, gathering evidence and choosing the right strategy for solving the problem (Askew, 2020;Yandari et al, 2019;Zubainur et al, 2020). This trait, in fact, has an associative relationship with reasoning ability (Indriani & Imanuel, 2018).…”

Section: Introductionmentioning

confidence: 99%

The impact of habits of mind on students' mathematical reasoning: The mediating initial ability

Fatra¹,

Sihombing²,

Aprilia³

et al. 2022

BetaJTM

View full text Add to dashboard Cite

[English]: This study aims to analyze the relationship between thinking habits and mathematical reasoning mediated by students' initial abilities. Respondents consisted of 385 years eight students. Data was collected using a questionnaire via Google Forms and online tests. From all samples, 124 students fully completed all instruments. A questionnaire with 32 statements of the Likert scale model was used to collect data on students’ thinking habits (X1). Mathematical reasoning (Y) was examined through a test using five items of essay problems on relations and functions topic. The student's initial ability data (X2) was collected through an objective test using ten multiple-choice questions on set and Cartesian coordinates. The data was analyzed through descriptive statistics and path analysis. The results show a direct influence between students' habits of mind, initial ability, and mathematical reasoning. There is an indirect effect of habits of mind on students' reasoning abilities through initial ability as a moderator variable. The findings of this study indicate that the better the students' habits of mind, the better their mathematical reasoning and initial ability. [Bahasa]: Penelitian survei ini bertujuan untuk menganalisis hubungan kebiasaan berpikir dengan penalaran matematis yang dimediasi oleh kemampuan awal siswa. Responden terdiri dari 385 siswa kelas VIII. Data dikumpulkan menggunakan kuesioner melalui Google Form dan tes secara daring. Dari semua sampel yang menerima instrumen, ada 124 orang siswa menyelesaikan semua instrumendengan lengkap. Instrumen pengumpulan data untuk variabel kebiasaan berpikir (X1) menggunakan angket dengan 32 pernyataan model skala Likert. Data penalaran matematis (Y) diperoleh melalui tes berupa 5 butir soal uraian pada materi relasi dan fungsi. Data kemampuan awal siswa (X2) diperoleh melalui tes objektif berupa 10 butir soal pilihan ganda pada materi himpunan dan koordinat kartesius. Data dianalisis menggunakan statistik deskriptif dan analisis jalur. Hasil penelitian menunjukkan terdapat pengaruh langsung antara kebiasaan berpikir siswa, kemampuan awal, dan penalaran matematis. Terdapat pengaruh tidak langsung kebiasaan berpikir terhadap kemampuan penalaran siswa melalui kemampuan awal sebagai variabel penengah. Temuan penelitian ini mencerminkan bahwa semakin baik kebiasaan berfikir siswa maka semakin baik pula kemampuan penalaran matematis dan kemampuan awal siswa.

show abstract

“…This can be interpreted that mathematical reasoning skills need to be developed. However, there have been many research results showing that students' low mathematical reasoning was caused by the teacher only providing the subject with examples and routine problem exercises, but when given non-routine questions, students experienced difficulties when they had to start determining the solution (Fuadi et al, 2016;Indriati, 2018;Izzah & Azizah, 2019;Napitupulu et al, 2016;Nasution et al, 2019;Putri et al, 2019;Zubainur et al, 2020). Material that concentrates on non-routine problems is found in material on trigonometry.…”

Section: Introductionmentioning

confidence: 99%

How to Design Problem-Based Learning for Reasoning Ability?

Maharani,

Putra

2023

IJORER Int. J. Recent Educ. Res.

View full text Add to dashboard Cite

Objective: To get around students' reluctance, learning media is needed; one of them is the development of mathematics teaching materials. The development of teaching materials is needed to actualize subjects, especially mathematics, as a contextual subject. This goal is to improve students' reasoning abilities in understanding and solving the problems in daily life. The function of the model is as an intermediary between students' mathematical reasoning abilities and the questions presented in the development of teaching materials. More mathematical reasoning abilities are found in trigonometry material. Trigonometry is the science of measuring the angles and boundaries of triangles (used in astronomy and so on) in which there are solutions for other problems, such as measuring the height of mountains, buildings, towers, etc. Method: This research uses a qualitative method. Results: The teaching material Trigonometry research is valid for module material validation, graphics or media validation, and obtained from audience validation results. The three percentages are at a very valid validation level and can be used in schools. Novelty: After the application of this teaching material, the result was that students' mathematical reasoning abilities became better.

show abstract

Kemampuan Penalaran Matematis Siswa Melalui Model Discovery Learning Di Sekolah Menengah Aceh

Cited by 6 publications

References 2 publications

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

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

The impact of habits of mind on students' mathematical reasoning: The mediating initial ability

How to Design Problem-Based Learning for Reasoning Ability?

Contact Info

Product

Resources

About