Abstract
The study of this research is to analyze differences in the students’ mathematical proving ability that follow the learning model of M-APOS learning and the conventional learning in Matrix Algebra course. This research is quasi-experiment with non-equivalent control group design. The population of this research is all students who take the Matrix Algebra the course in odd semester Academic Year 2017/2018 as many as 120 students and purposive sampling samples are as many as 79 students. The research instrument used a mathematical proving ability test. Data analysis used descriptive statistics and nonparametric statistics (Kruskal-Wallis test). The results of this study are: the average of students’ mathematical proving ability that follow the M-APOS learning model and modified Moore method are significantly better than students follow conventional learning in Matrix Algebra course; there is a difference of improving the mathematical proving ability of students following the M-APOS learning model, modified Moore method, and conventional learning; the improvement in the mathematical proving ability of students following the M-APOS learning model and modified Moore method is significantly better than students who follow conventional learning in Matrix Algebra courses. The improvement of students' mathematical proving ability that follows with the M-APOS learning model is better than students who follow with the modified Moore method and conventional learning models. While the improvement of students’ mathematical ability that follow with the modified Moore method is better than students who follow conventional learning.
Highlights
The study of this research is to analyze differences in the students’ mathematical proving ability that follow the learning model of M-APOS learning and the conventional learning in Matrix Algebra course
purposive sampling samples are as many as 79 students
modified Moore method are significantly better than students follow conventional learning in Matrix Algebra course
Summary
Hasil validasi isi intrumen tes kemampuan pembuktian matematika menunjukkan bahwa seluruh butir dinyatakan valid oleh validator dan layak digunakan. Sementara validitas butir tes yang diukur dengan menggunakan rumus product moment menunjukkan bahwa seluruh butir dinyatakan valid (rxy > 0,3). Reliabilitas instrumen tes kemampuan pembuktian matematika dilakukan dengan menggunakan rumus Alpha Cronbach. Hasil analisisnya menunjukkan bahwa reliabilitas tes kemampuan pembuktian matematika (r11) adalah 0,72. Oleh karena 0,72 > 0,7 maka instrumen tes kemampuan pembuktian matematika adalah reliabel. Analisis data penelitian dilakukan melalui dua tahap, yaitu analisis statistik deskriptif dan analisis statistik inferensial. Jika data berdistribusi normal dan bervariansi homogen, maka untuk menguji hipotesisnya adalah dengan mengggunakan ANOVA satu jalur. Untuk mengetahui seberapa besar peningkatan kemampuan pembuktian matematika mahasiswa sebelum dan setelah kegiatan pembelajaran, akan dilakukan analisis skor gain ternormalisasi
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: AKSIOMA: Jurnal Program Studi Pendidikan Matematika
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
