The improvement of students’ mathematical understanding ability influenced from argument-driven inquiry learning

Abstract

The aim of this study was to examine the role of Argument-Driven Inquiry (ADI) learning toward the improvement of the mathematical understanding ability of mathematics teacher candidate students. The population of this study is students of mathematics teacher candidate in Cimahi City, while the sample is 270 students of mathematics teacher candidate determined purposively and then randomly to be included in experiment and control class. The results show that (1) the mathematical understanding ability improvement of students who received Argument-Driven Inquiry (ADI) learning is better than those who studied using direct learning viewed on the whole; (2) There is a difference in the improvement of mathematical understanding ability of students with Argument-Driven Inquiry (ADI) learning which is better than those who learn by direct learning in terms of PAM (High, Moderate and Low) factors; (3) There is no interaction effect of Learning Factor and PAM on improving students’ mathematical understanding ability.