Improving students' mathematical inductive reasoning ability through reflective learning Model

Abstract

Mathematical inductive reasoning ability is one of the higher-order thinking skills that students must have. Mathematical inductive reasoning includes the process of drawing to conclude, estimating answers or solutions, and providing explanations of existing models, facts, properties, relationships, or patterns. This research aims to analyze mathematical inductive reasoning ability between students who received a reflective learning model and those who received conventional learning. The research was conducted at one of the senior high school in Tangerang Selatan. The method used in this research is a quasi-experimental method with Randomized Subjects Post-test Only Control Group Design. The instrument used was a mathematical inductive reasoning ability test. The research results based on the analysis using t-test showed that the students’ mathematical inductive reasoning ability who are taught by reflective learning model higher than students taught by the conventional model. This matter visible from the mean score of the results tests students’ mathematical inductive reasoning who taught with reflective learning model is 75,50 and who taught with a conventional model is 67,68. In conclusion, this research results that mathematics learning with a reflective learning model can improve the students’ mathematical inductive reasoning ability better than using conventional learning models.