THE EFFECT OF REALISTIC MATHEMATHIC EDUCATION MODELS ON MATHEMATICAL REASONING ABILITY REVIEWED FROM STUDENT’S LEARNING STYLES

Abstract

<span class="fontstyle0">Abstract </span><span class="fontstyle2">This study aims to see the effect of realistic mathemathic education models<br />on students' mathematical reasoning abilities in terms of learning styles. This type of<br />research is quantitative. Data collection techniques used were essay tests and<br />interviews. The data analysis technique used is hypothesis testing using 2-way anava.<br />But before the anava test is carried out, the normality, homogeneity and balance tests<br />are performed. Based on the data that is known that normal data, based on the same<br />and balanced variance obtained by the 2-way Anova test results indicate that there<br />is an influence of the RTE model on students' mathematical reasoning ability, namely<br />the reasoning ability of students with RME model treatment is better than the<br />mathematical reasoning ability with conventional treatment methods. In addition<br />there is the influence of student learning styles on students' reasoning abilities.<br />Furthermore, mathematical reasoning ability of students who have who have a visual<br />learning style is better than students who have an auditory and kinesthetic learning<br />style. While students who have kinesthetic learning styles are better than students<br />who have auditory learning styles. There is no interaction between the treatment of<br />learning with the learning styles category of students. Means, there is no difference<br />in the effect between the learning treatment and learning styles of students on the<br />ability of mathematical reasoning on students with the treatment of learning using<br />the Realistic Mathematics Education model or using conventional learning models.<br /></span><span class="fontstyle0">Key Word</span><span class="fontstyle2">: Realistic Mathematical Education Model, Mathematical<br />Reasoning Ability, Learning Styles</span> <br /><br />