Differences in the Improvement of Students' Mathematical Reasoning Ability and Self-Confidence Between Metacognitive Approaches and Realistic Mathematical Approaches in MTS Negeri Balige

Ady Widyaksa Putra ,Kms M Amin Fauzi ,Ahmad Landong

doi:10.7176/jep/11-36-15

Abstract

This study aims to determine the differences in the improvement of students 'mathematical reasoning abilities and self-confidence taught by a metacognitive approach that is better than a realistic mathematics approach, as well as to analyze differences in the improvement of students' mathematical reasoning and self-confidence in terms of indicators. Data were obtained through tests of mathematical reasoning abilities consisting of students 'pre-test and post-test as well as a questionnaire to see students' self-confidence. Data were analyzed by independent test T-Test N-Gain Score. Based on the results of the independent T-Test N-Gain test scores of students' mathematical reasoning abilities obtained a significance value = 0.008 because of the sig level. smaller than 0.05, so it is concluded that there is a difference in the increase in students' mathematical reasoning abilities with a metacognitive approach higher than the realistic mathematics approach. Furthermore, for self-confidence, the significance value = 0.000 because of the sig level. smaller than 0.05, it is concluded that there is a difference in the increase in students' self-confidence with a metacognitive approach higher than the realistic mathematics approach. Furthermore, for the research results, the difference in the increase in students' mathematical reasoning and self-confidence in terms of the indicators is that there is a significant difference in the increase in mathematical reasoning abilities in indicator 1 and indicator 2 which are taught with a metacognitive approach which is higher than students who are taught with a realistic mathematics approach and for indicators 3 and 4. there is no significant difference in the increase in mathematical reasoning abilities. For self-confidence, there is no significant difference in the increase in mathematical reasoning skills in indicator 1 and indicator 2 who are taught with a metacognitive approach and students who are taught with a realistic mathematics approach and there is a significant difference in the increase in self-confidence in indicator 3, indicator 4, and indicator 5 who are taught with the metacognitive approach is better than students who are taught with a realistic mathematics approach. Keywords: Metacognitive Approach, Realistic Mathematical Approach, Mathematical Reasoning Ability, Self-Confidence DOI: 10.7176/JEP/11-36-15 Publication date: December 31 st 2020

Highlights

Mathematics needs to be taught to students because, it is always used in all aspects of life, all fields of study require appropriate mathematical skills, is a strong, concise, and clear communication tool, can be used to present information in various ways, improves logical thinking skills, accuracy and awareness of deficiencies and providing satisfaction with efforts to solve challenging problems (Abdurrahman in Lubis and Surya, 2016)Through good mathematics education, students can obtain various kinds of provisions in facing challenges in the global era
According to Hadi states that the PMR concept is in line with the need to improve mathematics education in Indonesia which is dominated by the problem of how to improve students' understanding of mathematics and develop the reasoning power of each student
In indicator 3 the significance value is 0.003

Summary

Introduction

Mathematics needs to be taught to students because, it is always used in all aspects of life, all fields of study require appropriate mathematical skills, is a strong, concise, and clear communication tool, can be used to present information in various ways, improves logical thinking skills, accuracy and awareness of deficiencies and providing satisfaction with efforts to solve challenging problems (Abdurrahman in Lubis and Surya, 2016)Through good mathematics education, students can obtain various kinds of provisions in facing challenges in the global era. Mathematics needs to be taught to students because, it is always used in all aspects of life, all fields of study require appropriate mathematical skills, is a strong, concise, and clear communication tool, can be used to present information in various ways, improves logical thinking skills, accuracy and awareness of deficiencies and providing satisfaction with efforts to solve challenging problems (Abdurrahman in Lubis and Surya, 2016). The learning process in the 2013 curriculum requires students to participate actively and provide sufficient space for students' creativity, interests, and talents (Fitri, Syahputra, & Syahputra, 2019). The Indonesian government has made various efforts to improve the quality of teaching and improve student mathematics learning outcomes, because mathematics is a very important science in every level of education pursued by every Indonesian citizen. Along with the development of the internet, learning strategies have shifted and various information and communication technology-based learning strategies have emerged, from e-learning models, smart classroom technology, virtual classrooms, belded learning, etc. (Fitri & Zahari, 2019)

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