Mathematical Reasoning Ability Research Articles

ANALISIS KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI GAYA BELAJAR SISWA

The purpose of this study was to determine the profile of students' mathematical reasoning abilities, profiles of visual, auditory, kinesthetic learning styles and the correlation of reasoning abilities with students' learning styles. This type of research is a non-experimental quantitative research using the correlation method. The technique used in obtaining the data for this study was a learning style questionnaire and a test of students' mathematical reasoning abilities. The research subjects were students of class VIII SMPIT Al-Falah Bandungan with a total of 89 students. The results of this study showed that the profile of students' mathematical reasoning abilities of class VIII SMPIT was in the medium category with a percentage of 50%. For the profile of the learning style of class VIII SMPIT students, the trend of learning style is visual learning style with a percentage of 40%, auditory learning style by 37%, and as many as 17% have a kinesthetic learning style, and there are 2 students who have a combined learning style, namely learning styles visual-kinesthetic and visual-auditorial. Then the relationship between mathematical reasoning ability and student learning style is in a strong interval with a value of 0.4536464 and a significant correlation level of 2.561 with a relationship level of 19%, it proves that 19% of students' mathematical reasoning ability is determined by learning style, and the rest is determined by factors other.

Analisis Kemampuan Penalaran Matematis Siswa dalam Menyelesaikan Soal Materi Dimensi Tiga

The purpose of this study was to describe students' mathematical reasoning abilities in solving three-dimensional material problems. The measured mathematical reasoning ability indicators include presenting mathematical statements in written and pictured (I1), submitting conjectures (I2), manipulating mathematics (I3), compiling evidence, giving reasons for the truth of the solution (I4), and making conclusions (I5). This research was a descriptive qualitative research with the subject of research were the students of class XII IPS 2 of SMA Negeri 5 Batam, which number 43 students. Data collection techniques using tests and interviews. The data collected was analyzed by procedures according to Miles and Huberman which included data reduction, data presentation, and concluding. Based on the analysis results, there were 32.5% of the subjects studied had a high mathematical reasoning ability by obtaining an average of 78.11 which needs to be increased again to I5 because it obtained an average with a low category of 47.43%. For moderately capable students there are 27.5% of the subjects studied by obtaining an average of 63.63 but for an average score of I4 and I5 is 57.77% still needs to be improved and for students with low ability there is 40% from the subjects studied by obtaining an average of 42.08 which needs to be increased again for all indicators of mathematical reasoning ability.

Analysis of the Relationship between Mathematical Reasoning and Problem Solving of Elementary Students Mathematics Material

Mastery of mathematical reasoning and problem solving skills is very necessary for students, in order to understand and solve mathematical material better. The formulation of the problem in this research are (1) What are the advantages and disadvantages of mathematical reasoning ability?, (2) What are the advantages and disadvantages of problem solving ability?, (3) What is the relationship between mathematical reasoning ability and problem solving in mathematical material?. This type of research is a literature study. Sources of data used are secondary data sources. Data collection techniques were carried out by analyzing several articles in journals, related to the research focus taken by the researcher. The data analysis technique used is to analyze secondary data sources. In the learning process these two abilities must exist and cannot be separated, so it can be stated that they have a very close relationship. Mastery of mathematical reasoning and problem solving skills is very necessary for students, in order to understand and complete mathematical material better. The formulation of the problem in this research are (1) What are the advantages and disadvantages of mathematical reasoning ability?, (2) What are the advantages and disadvantages of problem solving ability?, (3) What is the relationship between mathematical reasoning ability and problem solving in mathematical material?. This type of research is a literature study. Sources of data used are secondary data sources. Data collection techniques were carried out by analyzing several articles in journals, related to the research focus taken by the researcher. The data analysis technique used is to analyze secondary data sources. In the learning process these two abilities must exist and cannot be separated, so it can be stated that they have a very close relationship.

STUDENTS’ MATHEMATICAL REASONING: HOW COULD IT BE THROUGH MHM-PROBLEM BASED STRATEGY AIDED INTERACTIVE MULTIMEDIA?

This study aims to determine students' mathematical reasoning ability using Mathematical Habits of Mind-Problem based Strategy ( MHM-PB ) strategy aided interactive multimedia and to analyze students' difficulties in solving mathematical reasoning ability tests. This research was carried out using the quasi-experimental method with pre-test and post-test control group design. Data were obtained from 66 grade VII students at Indramayu Regency, Indonesia using an essay test with five problems on mathematical reasoning ability. Mathematical Habits of Mind-Problem Based Strategy aided Interactive Multimedia is used in experimental class and the other class received conventional strategy. The result showed that students’ mathematical reasoning using MHM-PB strategy aided interactive multimedia was better than the conventional strategy. There is no difference in mathematical reasoning abilities based on gender in students who use MHM-PB. Furthermore, some students still have difficulty making a conclusion, providing reasons or evidence for the answers they give, and checking the truth of a statement. Meanwhile, making generalizations is a difficulty that many students experience.

KEMAMPUAN PENALARAN PROPORSIONAL MATEMATIS SISWA DENGAN GAYA BELAJAR FIELD INDEPENDENT

This study aims to describe the results of the analysis of students' mathematical proportional abilities in terms of independent field learning styles. This research was conducted at MTs Nurul Huda Beringin in September Odd Semester, Academic Year 2020/2021 with a total of 9 students of class VII A. The research subjects were selected by purposive sampling, consisting of 2 students with independent field cognitive style. The research method used is descriptive qualitative with a case research design. The data technique used the Group Embedded Figures Test, mathematical proportional reasoning ability tests, in-depth interviews and observations. Data analysis techniques were performed by data reduction, data presentation, and data retrieval. The technique of checking the validity of the data used the technique triangulation method. The results showed that: (1) There were 2 students who had a cognitive style in the field. (2) Students with field independent cognitive style, namely LH and DK subjects are at level 3 formal proportional reasoning, the second subject has been able to meet the indicators of finding values or quantities to compare, indicators find relationships between values or quantities and indicators use appropriate procedures in calculating comparisons.

Development of Connecting Extending Review (CER) Learning Model to Improve Student’s Mathematical Reasoning Ability

This study is a research & development, a learning model of connection, extending, review (CER). The steps in this study consist of three steps, those are: (1) preliminary study including literature study, field study and initial product draf aranging; (2) testing with limited testing and broad testing; and (3) product testing through experiment. The analysis result shows that (a) validation step conducted by expert yield expert conclusion that developed CER learning model is generally good and in term of overall model and its learning instrument used (b) in step of model practicality it was o This study is a research & development, a learning model of connection, extending, review (CER). The steps in this study consist of three steps, those are: (1) preliminary study including literature study, field study and initial product draf aranging; (2) testing with limited testing and broad testing; and (3) product testing through experiment. The analysis result shows that (a) validation step conducted by expert yield expert conclusion that developed CER learning model is generally good and in term of overall model and its learning instrument used (b) in step of model practicality it was obtained the overall achievement of practicality aspec that it has fulfill the criteria of very practical; (c) limited test shows analysis result with the effect size on the category of significant effect with improvement mostly in high category. Broad testing with two times of testing in two student groups, shows the effect size of in significant effect category. (3) Product testing through experimental study shows that there was a significant score of students’ mathematical reasoning of experimental group after the implementation of CER learning model with the effect size of category as (0.910) compare to control group with the medium effect size as (0.664). btained the overall achievement of practicality aspec that it has fulfill the criteria of very practical; (c) limited test shows analysis result with the effect size on the category of significant effect with improvement mostly in high category. Broad testing with two times of testing in two student groups, shows the effect size of in significant effect category. (3) Product testing through experimental study shows that there was a significant score of students’ mathematical reasoning of experimental group after the implementation of CER learning model with the effect size of category as (0.910) compare to control group with the medium effect size as (0.664).

Pengembangan Perangkat Pembelajaran Matematika Berbasis Discovery Learning Untuk Meningkatkan Kemampuan Penalaran Matematis Peserta Didik Kelas VIII SMP/MTS

Learning tools are important things used in the learning process. The use of this learning device has a major effect on the ability of students, one of which is the ability of mathematical reasoning. Learning tools in the form of RPP and LKPD can form effective learning and make it easier for teachers and students in learning. Based on this, it is necessary to develop learning tools that are expected to help students develop mathematical abilities, especially mathematical reasoning abilities. One thing that can help students and teachers is to develop discovery learning-based learning tools to improve students' mathematical reasoning abilities. The purpose of writing this article is to develop a valid, practical, and effective learning tool for the mathematical reasoning abilities of students in class VIII in junior high school by using the discovery learning model. This type of research is development research using the Plomp model. The Plomp model consists of an initial investigation stage, a prototype development stage, and an assessment stage. The research subjects were students of class VIII. The results showed that: (1) The learning tools in the form of RPP and LKPD based on discovery learning were valid in terms of content and constructs. (2) Practical because it is easy to use and understand, the allocated time is very efficient, interesting and contributes to learning. (3) From the results of the mathematical reasoning test, it shows that the discovery learning-based learning device has been effective in improving mathematical reasoning seen from the results of the final test carried out on students.

Students’ mahematical reasoning ability in solving TIMSS cognitive domain on Algebraic based on students’ thinking style

This study aims to describe the students' mathematical reasoning abilities in solving TIMSS cognitive domain reasoning problems in algebraic content in terms of the student’s thinking style of the students. The type of research is a qualitative research study with a descriptive approach. The subjects of this research consisted of one student who representing each of the concrete sequential thinking styles. The instrument of this research used consisted of thinking style questionnaires, mathematical reasoning ability test questions, and interview guidelines. The results of this study indicate that: SK thinking style subjects are able to meet four indicators of mathematical reasoning ability, namely: a) the ability to make guesses, b) the ability to draw conclusions, arrange evidence, provide reasons or evidence for the truth of the solution, c) the ability to draw the validity of an argumen, and d) the ability to find patterns or the nature of mathematical symptoms to make generalizations.

Improvement of Prospective Teacher Mathematics Reasoning Ability Using Numeration Assisted E-Learning

<span lang="IN">This study aims to examine the improvement of prospective teacher Mathematical Reasoning (KPM) abilities through E-Learning-assisted Numeration learning. This study used a quasi-experimental method with a non-equivalent pretest and posttest control group design. The subjects of this study were mathematics prospective teachers at Universitas PGRI Palembang. namely the experimental class which received E-learning assisted numeracy learning (PNBE) and the control class which received conventional learning (PK). Based on the results of the analysis of the difference in the mean difference in the KPM increase of prospective teachers who received PNBE learning and prospective teacher who received conventional learning, the scores from the table of increasing KPM of students who received E-learning-assisted Numeration learning (PNBE) were better than a prospective teacher who received conventional learning. Based on the results of data analysis, it can be concluded that numeracy skills and mathematical reasoning abilities of fourth-semester prospective teacher PGSD at PGRI university are quite good. It is recommended for teaching staff/lecturers to be able to try out this learning model on other mathematical abilities.</span>

HUBUNGAN KECERDASAN NUMERIK DAN MINAT BELAJAR TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA SMP

The purpose of this study was to determine the effect of numerical intelligence on students' mathematical reasoning abilities, to determine the effect of interest in learning on students' mathematical reasoning abilities, to determine the influence of numerical intelligence and interest in learning on students' mathematical reasoning abilities. The method used in this study is quantitative with a correlation approach. The sample in this study were students of SMPN 13 Pesawaran class VIII who were randomly selected as many as 28 students. The instruments in this study were test and non-test instruments. The test instrument was used to measure students' numerical intelligence and mathematical reasoning in the form of 5 questions. The non-test instrument was used to measure students' interest in learning which consisted of 24 statements adopted from the research of Bagas Saputro (2017). Data were analyzed using simple correlation and multiple correlation. The results showed that; 1) There is no significant relationship between interest in learning and students' mathematical reasoning; 2) there is a significant relationship between numerical intelligence and students' mathematical reasoning; 3) there is a simultaneous relationship between interest in learning mathematics and numerical intelligence on mathematical reasoning, with a contribution of 68.4%.Keywords: Numerical intelligence, interest in learning, mathematical reasoning ability

Kemampuan Penalaran Matematis Siswa melalui Pendekatan Realistic Mathematics Education Di SMP Negeri 5 Padangsidimpan

This study aims to improve students' mathematical reasoning on the subject matter of cubes and blocks through the Realistic Mathematics Education (RME) approach. This is motivated by the low mathematical reasoning of students at the time of learning.This research is a type of Classroom Action Research using Kurt Lewin's model which consists of two cycles, each cycle consists of four steps, namely: planning, action, observation, and reflection. Data collection instruments used in the form of tests and observations. This research was conducted in class VIII3 of SMP Negeri 5 Padangsidimpuan in April 2019. The results of this study indicate that the action hypothesis is accepted. Mathematical reasoning ability of students showed an increase in the pre-cycle of students' mathematical reasoning completeness was 21.74% (5 people), in the first cycle of meetings 1 and 2 students' completeness was 47.83% (11 people) and 60.87% (14 people). In the second cycle of meetings 1 and 2, the students' completeness was 73.91% (17 people) and 86.95% (20 people). The percentage of mathematical reasoning completeness of the students above has reached 80% of the number of students, so this research is said to have been successful. For further researchers, it is hoped that they can use the results of this study as a study for conducting further research on the application of the Realistic Mathematics Education (RME) approach to wider materials on cubes and blocks.

KEMAMPUAN PENALARAN MATEMATIKA SISWA MA DENGAN METODE PROBLEM-BASED LEARNING

The purpose of this study is to analyze the description of the mathematical reasoning ability of MA students in problem-based learning (PBM). This research uses a case study-based qualitative approach and was conducted in private madrasah aliyah in Central Lombok district. The number of participants in the study were 32 students of class X IPA even semester 2020/2021. Data was collected by means of tests (mathematical reasoning skills) and non-tests (interviews, observations, and documentation studies) to determine the mathematical reasoning abilities of MA students in problem-based learning. The result of this research is the mathematical reasoning ability of MA students in problem-based learning is included in the good category.

The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.

Mathematical Reasoning Ability of Grade IV Elementary School Students on Polygon Materials

Penalaran matematis merupakan salah satu landasan dalam memahami matematika dan merupakan bagian terpenting dalam menggambarkan kesimpulan yang valid tentang ide-ide dan hubungannya. Hanya saja kemampuan penalaran matematis siswa pada satu materi dengan materi lainnya cenderung berbeda. Penelitian ini bertujuan untuk menganalisis kemampuan penalaran matematis siswa kelas IV SD pada materi poligon. Penelitian ini termasuk penelitian kualitatif dengan tipe non-interaktif. Populasi dalam penelitian ini adalah 240 siswa sekolah dasar. Sampel dalam penelitian dilakukan dengan menggunakan teknik simple random sampling dengan jumlah sampel akhir 40 siswa kelas IV SD. Pengumpulan data dilakukan dengan menggunakan metode observasi, wawancara, dan tes dengan instrumen penelitian untuk menguji kemampuan penalaran matematis siswa. Analisis data hasil penelitian dilakukan dengan menggunakan metode analisis interaktif berdasarkan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil analisis data menunjukkan bahwa rata-rata kemampuan penalaran matematis siswa adalah 61,90, dengan persentase 62% yang berada pada kategori sedang. Oleh karena itu, kemampuan penalaran matematis siswa pada materi banyak segi tergolong teori sedang. Sebagian siswa belum memahami konsep materi dari segi banyak, sehingga proses pembelajaran masih memerlukan bimbingan dari guru dan orang tua.

Mathematical reasoning ability of junior high school viewed from logical mathematical intelligence

Mathematical reasoning is crucial especially at school since students need to think logically and be able to draw new conclusion based on evidence. This is a descriptive qualitative research which aims to analyze mathematical reasoning ability viewed from logical mathematical intelligence with 32 eight graders of Junior High School of 01 Jiwan involved. Instrument used is mathematical reasoning ability and logical mathematical intelligence test. The result of the research shows that students with high logical mathematical intelligence were able to present mathematical statement (88.89%), compile evidences or create solution (81.48%), design the characteristic or relationship pattern of mathematical phenomena (74.07%), and describe the logical conclusion related to ideas and their relationship (77.78%). Students with medium logical mathematical intelligence were able to present mathematical statement (60%), compile evidences or create solution (71.11%), design the characteristics or relationship pattern of mathematical phenomena (55.56%), and describe the logical conclusion related to some ideas and their relationship (57.78%). Students with low logical mathematical intelligence were able to present mathematical statement (58.33%), compile evidences or create solution (54.17%), design the characteristics or relationship pattern of mathematical phenomena (50%), and describe the logical conclusion related to some ideas and their relationship (45.83%).

Analysis of Mathematic Reasoning Ability and Self-Confidence Students Using Models PBL Reviewed from Intelligence Intrapersonal in SMP N 5 Youth Vocationality

The instruments used are reasoning ability tests, self-confidence questionnaires, intrapersonal intelligence questionnaires and interview guidelines. Data analysis used the Mile and Huberman model. Subjects in this study involved students of SMP N 5 Vocational Youth who were given problem-based learning treatment with a total of 30 people. Intrapersonal intelligence of students with problem-based learning models, high-ability students as many as 8 students or (26.67%), students with moderate abilities as many as 18 students or (60%) and students with low ability as many as 4 people or (13.34%). The conclusion of mathematical reasoning ability using problem-based learning model, high-ability students as many as 7 students or (23.33), moderately capable students as many as 13 students or (43.33%) and low-ability students as many as 10 students or (33.33%) ). Keywords: Mathematical reasoning ability, Self-Confidence, PBL Model DOI: 10.7176/JEP/12-16-08 Publication date: June 30 th 2021

KEMAMPUAN PENALARAN MATEMATIS SISWA DALAM MENYELESAIKAN SOAL PADA MATERI RELASI DAN FUNGSI KELAS VIII SMP

The aims of this study is to describe students' mathematical reasoning skills in solving problems on relationship materials and functions. Research method is used descriptive qualitative. The research subjects consisted of six students of grade VIII SMP Negeri 51 Palembang with two students with high ability, two medium students and two students with low ability. Data collection is carried out by providing 5 points about tests, interviews, and documentation. This study, using 5 indicators of reasoning, namely analysis, synthesis, generalization, problem solving is not routine, and justification / proof. The results showed that students who have high ability are mostly able to fulfill all aspects of mathematical reasoning ability. As for students who have moderate ability is able to meet two to three aspects of the students' mathematical reasoning ability only. Then for students who have low ability is only able to meet one to two aspects of the student's mathematical reasoning ability.

KEMAMPUAN PENALARAN MATEMATIS SISWA DITINJAU DARI GAYA BELAJAR

Grade IV students still need direct directions in solving problems related to complicated questions, it is also seen that when students work on math problems students still look confused or have difficulty determining what is known and asked so that with this students cannot solve or solve a well-given math problem. This study aims (1) to describe students' mathematical reasoning abilities in solving mathematical problems in terms of visual learning styles; (2) to describe students' mathematical reasoning abilities in solving mathematical problems in terms of auditory learning styles; and 3) describe students' mathematical reasoning abilities in solving mathematical problems in terms of kinesthetic learning styles. This study used qualitative methods with research subjects, namely 3 students from grade IV SDN Kropak 02. The data collection techniques in this study used interviews, observation, and document study to analyze the results of students' mathematical reasoning. The results of this study are; (1) Students with a visual learning style are PM. He is able to meet all indicators of mathematical reasoning ability; (2) students with an auditory learning style, namely CA, he fulfills 3 of the 5 indicators of mathematical reasoning; and (3) students with a kinesthetic learning style are RP, they are only able to meet 1 indicator out of 5 indicators of student mathematical reasoning.

Condition of Students' Mathematical Reasoning Abilities Based on Their Ability to Argue

This study aims to reveal the condition of students' reasoning abilities based on the way students argue. This research uses a qualitative-descriptive approach. The subjects in this study were 3 students of junior high school with high reasoning abilities and 3 students with low reasoning abilities who viewed the reasoning ability scores when providing problem solving solutions on the written test. The data obtained in this study were in the form of students' written test scores and the results of student interviews. Interviews were conducted to bring up students 'ability to argue that describe and reveal the condition of students' reasoning abilities in the process of solving problems. The results of students 'arguments are analyzed and adjusted to the model of StephenToulmin's argument which reveals that there are 6 components of the argumentation to show the seriousness of students in arguing in order to obtain valid argument results to assess students' reasoning abilities. The arguments from students succeeded in uncovering 4 conditions that describe the conditions of students' mathematical reasoning abilities. These conditions are: 1) Students who show high reasoning ability in written tests and are able to show their reasoning process in the arguments that are brought up, 2) Students who show low reasoning abilities in written tests but are able to show their reasoning processes in the arguments that are brought up, 3) Students which shows a high reasoning ability in a written test but have not been able to demonstrate the reasoning process in the arguments that are brought up, and 4) Students who show a low reasoning ability in a written test and have not been able to demonstrate their reasoning process in the arguments that are brought up.

Development of Mathematics Teaching Materials Based on Metacognition Approaches to Improve Students' Mathematical Reasoning Ability

This study aims to describe: (1) the validity, practicality, and effectiveness of the teaching materials developed based on expert validators. practitioners, as well as based on the implementation of teaching materials; 2) To describe the improvement of students' mathematical reasoning abilities by using teaching materials with a metacognition approach; This research is a development research conducted in two stages, namely the first stage of developing learning tools through the metacognition approach using the Dick & Carey development model and the second stage of testing teaching materials based on the metacognition approach developed in classes VIII-1 and VIII-4 MTs Hifzhil Qur. 'an Medan. (1) the developed teaching materials meet the valid and effective criteria based on the expert validator and practitioner assessment; and effective based on classical completeness, student responses, and the ability of teachers to manage learning; (2) in the first trial there was an increase in mathematical reasoning abilities using the teaching materials developed in the low category, namely 0.24 and in the second trial there was an increase in mathematical reasoning abilities using the teaching materials developed in the medium category, which was 0.52.