Abstract
The purpose of this study was to describe how to implement the REACT strategy to develop students’ mathematical representation, reasoning, and disposition ability. This research was a descriptive study with a qualitative approach. The subject of this study was grade 8 junior high school student in Bandung. Data collection techniques in this study with observations, interviews, and documentation. Based on data analysis results, it could be concluded that REACT strategies can be applied to develop a mathematical representation, reasoning, and disposition ability that engages students actively. Implementation of the REACT strategy runs smoothly and gets enthusiastic responses from students. The application of REACT strategies should be undertaken sustainably so that the learning objectives can be achieved by integrating various mathematical skills that were capable.
Highlights
Abstrak Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana implementasi strategi REACT dalam mengembangkan kemampuan representasi, penalaran, dan disposisi matematis
Mathematics has a public image as a difficult, tedious lesson, and can only be accessed by a few people (Atallah, Bryant, & Dada, 2010; Laurens, Batlolona, Batlolona, & Leasa, 2018; Larkin & Jorgensen, 2016)
Based on the results of the PISA 2012 on mathematical representation and reasoning, it is illustrated that the ability of Indonesian students is still weak in both abilities
Summary
Abstrak Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana implementasi strategi REACT dalam mengembangkan kemampuan representasi, penalaran, dan disposisi matematis. Berdasarkan hasil analisis data, dapat disimpulkan bahwa strategi REACT dapat diterapkan untuk mengembangkan kemampuan representasi, penalaran, dan disposisi matematis yang melibatkan siswa secara aktif. PISA questions use non-routine problems that very often involve object representation and mathematical situations (OECD, 2014) and test high reasoning abilities. Based on the results of the PISA 2012 on mathematical representation and reasoning, it is illustrated that the ability of Indonesian students is still weak in both abilities. These abilities are interrelated and have become the goal of education in Indonesia
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