Abstract
The aim of this study is to describe the mathematical reasoning ability of students at TSM major (Motorcycle Engineering) Darul Karomah Singosari on square root material. This study applies descriptive qualitative approach, data was collected using test instrument that has been tested on three research subjects, and analyzed using qualitative descriptive technique. The results show that low- ability (Kemampuan Rendah) subject is the student with less mathematical reasoning ability because the subject has not been able to solve the five existing indicators of mathematical reasoning, middle- ability (Kemampuan Sedang) subject include student with moderate mathematical reasoning ability (although the subject has not fulfilled the five indicators of mathematical reasoning requirements), this can be seen from his effort to make a mathematical assumption even though the conjecture made was not correct, and high- ability (Kemampuan Tinggi) subject refers to the student with high mathematical reasoning ability because he can fulfill two of the five indicators of mathematical reasoning.
Highlights
Learning activities in Math subject are about transferring ideas from teacher to students, but more than that
According to the result and discussion, after seeing the works done by KR, KS, and KT subjects, it was suggested that KR subject did not meet any of the five indicators proposed
KR subject is categorized as student who has less reasoning mathematical ability
Summary
Learning activities in Math subject are about transferring ideas from teacher to students, but more than that. The learning process that involves students interpreting an idea has a positive impact on their thinking pattern This is closely related to students’ reasoning in solving a problem. In the meantime, learning mathematics is all about imitating and memorizing problem solving from the teacher (Mettes, 1979) This misleading learning behavior prevents students from developing their knowledge and skills. One of the efforts to build students' awareness in active learning is by creating a constructive learning atmosphere, bridging discovery, and developing knowledge It is directly relevant with the opinion of Hijriani (2018) who states that teachers have a great role and responsibility in packaging mathematics to be a more interesting subject. Mathematical reasoning is attributed to a complex and higher level of logical thinking
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