Student Mathematical Reasoning Research Articles

Perbedaan Kemampuan Penalaran Matematis Siswa Menggunakan Model Pembelajaran Discovery Learning dan Model Pembelajaran Konvensional pada Tingkat SMP

This research aims: (1) students' mathematical reasoning ability using the Discovery Learning learning model is higher than students' mathematical reasoning ability using conventional learning models in class VII MTs Yaspi Labuhan Deli, (2) the process of solving answers made by students in solving problems in the Discovery Learning learning model and Conventional learning model. This type of research is quantitative research with Quasi-Experimental methods. This research was conducted at MTs Yaspi Labuhan Deli. The sampling technique in this study uses Purposive Sampling techniques, namely class VII-A as a class taught with a Discovery Learning learning model and class VII-B as a class taught with a conventional learning model. The data collection instrument used was in the form of observation sheets and student mathematical reasoning ability test sheets in the form of 3 essay questions. Data analysis in this study used t-Test with Independent Sample t-Test technique with the help of SPSS 20 program. The results of this study showed that the average score of classes taught using the discovery learning model was 78,01 and classes taught using conventional learning models were 72,22. For hypothesis testing carried out using a t-test, from the calculation results obtained a value of (2.664) > (1.66757) with a Sig.2-tailed level of 0.010 < 0.05, which means that rejected and was accepted, so that it is concluded that there is a significant difference in the average mathematical reasoning ability of students using the Discovery Learning learning model and the Conventional learning model. Based on the analysis of the process of completing students' answers to the mathematical reasoning ability test that get Discovery Learning learning is better than students who get conventional learning.

The Influence Of Concept Map And Mind Mapping On Students' Concept Understanding And Mathematical Reasoning Ability

This study aims to find out whether there is an influence on the ability to understand concepts and mathematical reasoning of students who are taught with Concept Maps and Mind Mapping in class VIII MTs Daar al-Uluum Asahan Modern Islamic Boarding School in the 2021-2022 Academic Year Range. This research is a quantitative research with a quasi-experimental research type. The population is all class VIII students of MTs Modern Daar al-Uluum Asahan Islamic Boarding School for the 2021-2022 Academic Year Range, consisting of 2 classes and a total of 60 students, who were also sampled in this study. The test instrument used to determine students' ability to understand concepts and mathematical reasoning is in the form of a description. Data analysis was carried out by analysis of variance (ANAVA). The results of these findings showed: 1). The ability to understand concepts of students who were taught using the Concept Map was better than students who were taught with Mind Mapping in the material of Number Patterns in class VIII; 2). The mathematical reasoning ability of students who were taught by using Concept Map was no better than students who were taught by Mind Mapping on Number Pattern material in grade VIII; 3). The ability to understand concepts and mathematical reasoning of students who were taught by using the Concept Map was better than students who were taught by Mind Mapping in the material of Number Patterns in class VIII; 4). There is a significant interaction between the learning methods used and the ability to understand concepts and students' mathematical reasoning in the matter of number patterns. The conclusion in this study explains that students' conceptual comprehension and mathematical reasoning abilities are more appropriate to be taught with concept maps than mind maps.

High School Students Mathematical Reasoning Ability in Solving Three Dimensional Problems

The purpose of this study was to describe students' high initial ability, moderate initial ability, and low initial ability mathematical reasoning abilities. The reality in the field shows that students' mathematical reasoning skills in 3D materials are still low and still need to be improved. The subjects in this study were class XII students of SMKF Pekanbaru City totaling 32 students, Riau Province. The research method uses a qualitative descriptive approach. Data collection techniques using written tests, documentation, and interviews. Data analysis using qualitative descriptive analysis by preparing and organizing various kinds of student error data based on each indicator of mathematical reasoning. The results of the research on students' mathematical reasoning ability on each indicator in order are; (1) Presents mathematical statements in pictures 83.3%; (2) Provide reasons or evidence for one or more solutions 55.6%; (3) Make a guess 61.1%; (4) Draw conclusions from statements 63.9%; (5) Checks the validity of an argument 73.6%; and (6) drawing conclusions from several statements 56.5%. The results of this study indicate that mathematical reasoning ability in 3D material in this study 4 indicators are still classified as low. while 2 of them are classified as high.

ANALYSIS OF STUDENT’S MATHEMATICAL REASONING ABILITY IN LEARNING INDEPENDENCE ON GEOMETRY MATERIALS

One of the standards of competence included in the default development process is the ability to reason, which is one of the skills to be developed. In resolving potentially challenging problems, students need to develop the ability of a student's mathematical reasoning. It is, therefore essential to improve students' mathematical reasoning ability. The purpose of this study is to describe how junior high students use mathematical reasoning to solve geometry problems with their learning independence. This study used a descriptive qualitative research methodology using 30 class VIII junior high school students in Bekasi as research subjects. The methods used to obtain information include written tests for mathematical reasoning abilities, independent learning questionnaires, and interviews to find out whether the answers given are correct as they are and to strengthen the results of the previous written test. The results showed that students with the highest mathematical reasoning abilities also had a high level of learning independence from all subjects in this study. However, students who have not fully met the indicators of mathematical reasoning ability have good learning independence.

Application of Project-Based Learning Learning Model Assisted by Geogebra Application to Improve Students' Mathematical Reasoning Ability at MTS Nurul Islam Indonesia Medan.

The purpose of this study was to determine the improvement of students' mathematical reasoning abilities by applying the Geogebra-assisted Project Based Learning learning model in class VIII-1 MTs Nurul Islam Indonesia Medan in the 2022/2023 academic year. The subjects in this study were students of class VIII-1 MTs Nurul Islam Indonesia Medan, amounting to 20 people. The data collection techniques used were teacher observation sheets, tests of mathematical reasoning abilities and documentation. This research is a classroom action research (CAR) which consists of 2 cycles, each cycle consists of 2 meetings. Before taking the action, an initial test is given and at the end of each cycle a student's mathematical reasoning ability test is given. The results of the students' mathematical problem reasoning ability test increased from the initial test, cycle I, and cycle II. In the classical initial test, 4 students (20%) completed and the average initial test ability was 56.29 with a very low level of ability category. In the classical first cycle test, 4 students (20%) completed and the average ability test was 57.22 with a very low level of ability category. Then in the second cycle test, classically, 17 students (85%) completed and the average ability was 89.44 with a high level of ability. Thus, it can be concluded that the application of the project based learning model assisted by the geogebra application to improve students' mathematical reasoning abilities at MTs Nurul Islam Indonesia Medan.

Analysis of Students’ Mathematical Reasoning Abilities in Solving Linear Equation in Two Variables on Android Game Called Ganjaran

Game Penjelajah Ruang (The Space Exploration Game, Ganjaran) is a learning media in the form of an Android-based educational game to practice the mathematical reasoning skills of class VIII students on SPLDV questions. The purpose of this study was to describe students' mathematical reasoning abilities in solving SPLDV questions on Android-based of Ganjaran. The students' mathematical reasoning ability can be seen from the results of working on the SPLDV questions by students which are made based on mathematical reasoning indicators. The type of research used is descriptive qualitative research. The subjects of this study were students of class VIII SMP Negeri 2 Krian as many as 4 students who had played the Ganjaran. The test instrument used in this study was a 5-point SPLDV reasoning question with short answers. From the results of the study, the average value of students' mathematical reasoning abilities was 56.25 which was quite sufficient. Overall, the indicator of mathematical reasoning ability that is mostly mastered by students is indicator c (drawing conclusions, compiling evidence, providing reasons or evidence for the correctness of the solution), while the indicator of student mathematical reasoning that is less mastered by students is indicator a (proposing conjectures).

PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP KEMAMPUAN PENALARAN MATEMATIS PESERTA DIDIKKELAS VIII SMPN 3 RANAH PESISIR

Mathematical reasoning ability is very important for students to be able to make decisions or solution in solving various problems in the mathematical context. The purpose of the study was to describe the effect of the Discovery Learning model on students mathematical reasoning abilities better than students mathematical reasoning of students who learn by using direct learning and describe the development of mathematical reasoning abilities of student who study with the Discovery Learning model. The type of research is quasy-experiment and descriptive with a Randomized Control Group Only Design. The research instrument is a test of mathematical reasoning abilities. From the data analysis it was concluded that students' mathematical reasoning abilities that applied the Discovery Learning model were better than the students' mathematical reasoning abilities who applied direct learning in class VIII SMPN 3 Ranah Pesisir. there was an increase in students' mathematical reasoning abilities while learning to apply the Discovery Learning model. The development of mathematical reasing skills by applying Discovery Learning model has increased in each indicator. Keywords – The Ability Of Mathematical Reasoning, Discovery Learning Model, Learning Direct

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.

VIEWS OF TEACHERS AND 7TH GRADERS ON AN ENRICHED LEARNING ENVIRONMENT DESIGNED FOR IMPROVING MATHEMATICAL REASONING

The purpose of the present study is to reveal the views of middle school mathematics teachers and students regarding a learning environment designed around different methods for improving Mathematical Reasoning (MR). The study was conducted with 27 seventh grade students studying at a randomly selected state school in a city center in Turkey, the teacher who instructs these students’ mathematics courses, and another mathematics teacher employed at the school. For eight weeks (32 class hours in total), the students were instructed on the subjects of fractions and integers through educational games, concrete materials, cartoons, computer-assisted applications, association with daily life, and collaborative group argumentation. Data for the study were collected through interviews conducted with participants, observations of the teachers, and diaries kept by the students throughout the implementation process. The data were analyzed using a content analysis technique. Evidence was found that this environment improved the MR of students, provided effective and permanent learning, and increased attendance at lessons, but the teachers and the students also agreed that it had different effects in terms of classroom management such as noise, control over the classroom, lack of exam marks, not taking notes, time problems, and effects on students’ success in their central exams. It is also possible to say that, with the help of open-ended high-level problems, students tried to provide solutions instead of focusing on choices for answers, and thus they used more MR skill. Article visualizations:

Categorical framework for mathematical sense making in physics

Student mathematical reasoning in physics can be viewed as the repeated engagement in and combination of four basic sense making modes.

The effects of contextual group guided discovery learning on students' mathematical understanding and reasoning

In this study, we examine the effect of contextual group guided discovery (CGGD) learning approach on students' mathematical understanding and reasoning. This study was conducted through a quasi-experimental method with a control group pre and post-test design. The participants of this study were two groups of 4th-grade students in Kuningan, Indonesia. Each group was comprised of 22 students (N=44). While the experimental group was conducting mathematics learning with the CGGD learning approach, the control group was conducting mathematics learning with problem-based learning (PBL). The data were collected through a test of students' mathematical understanding (TSMU) and a test of students' mathematical reasoning (TSMR) developed by researchers. The results showed that there were significant differences in the gain score of students' mathematical understanding (SMU) (U = 134.00, Z= -2.539, P = 0.011 < 0.05) and students' mathematical reasoning (SMR) (U = 139.500, Z= -2.412, P = 0.016 < 0.05) between the experimental and the control group . The gain score and post-test score of SMU and SMR on the experimental group that implemented the CGGD learning approach were significantly higher than the control group. Therefore, we conclude that the CGGD learning approach was proven influential to empower SMU and SMR.

Analysis of Mathematical Reasoning Ability (MRA) with the Discovery Learning Model in Gender issues

This study examines students' mathematical reasoning based on Discovery learning models in terms of gender. This research was conducted at the SMPN 3 Kendari with quasi-experimental methods involving two classes with different treatments. The simple random technique is used to determine the class of research. Class VII. 6 (experimental class) consisted of 15 women and 11 men, while class VII.9 (control class) consisted of 15 men and 7 women. The instrument used was a student's mathematical reasoning ability test consisting of four items in the form of essays tested. Data processing using 2-way ANOVA with further tests using Scheffe. The conclusion obtained is that students are given a learning discovery model, the reasoning ability of male students excels in the ability to give mathematical problems verbally and in writing provided in the form of logical diagrams that contain existing data, perform mathematical manipulation related to the problem, and ensure validity as an argument, whereas women excel in the ability to draw conclusions based on relationships between mathematical concepts. The discovery learning model can increase students' mathematical penalties and overcome gender discussions.

Pengaruh Model Pembelajaran Numbered Heads Together dengan Strategi Worked-Example terhadap Kemampuan Penalaran Siswa

The study aims to determine the influence of Numbered Heads Together learning model with worked-example strategy for the students's mathematical reasoning skills. This method of research was quasi-exsperiment with Nonequivalent design Pretest Posttest Control Group Design. The subject in this study was the X class of MIA 2 as the experimental class and X MIA 4 as the control class. The instrument used is a test instrument of mathematical reasoning ability of students. Analysis of hypotheses data using t test, which is through the prerequisite test of normality and homogeneity. The results of this study, Numbered Heads Together learning model with worked-example strategy, have a better influence on reasoning ability than conventional learning models.

A Self-Regulation Model of Mathematics Achievement for Eleventh-Grade Students

In recent years, mathematical thinking and reasoning have been widely discussed to promote students’ abilities to apply mathematical knowledge and ideas in their daily living. However, few studies have investigated the role of self-regulation in relation to reasoning. This study examined the effects of self-regulation processes on student mathematical reasoning and academic achievement. Using a quantitative research design and the PLS-SEM technique, data were collected from 248 private school students in Malaysia. The PLS-SEM results showed that behavioral regulations, including processes of self-observation, self-judgment, and self-reaction, are decisive factors in influencing student academic achievement and student mathematical reasoning ability. The dimensions of motivational regulation, including processes of self-efficacy, task value, and mastery goal orientation, are dominant factors influencing student reasoning ability, followed by cognition regulation, which includes use of elaboration strategy and critical thinking skills. The study also found that cognition regulation is a significant mediator of the relationship between motivational regulation and reasoning ability. Behavioral and cognition regulation processes, as well as students’ reasoning ability, are the mediators of motivational regulation on academic achievement. The results of this study suggest that teachers should foster the adoption of self-regulation processes in mathematics learning.

PENERAPAN RECIPROCAL TEACHING DENGAN KARTU PERAN UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS MATERI TRIGONOMETRI

The purpose of this study is to describe the application of Reciprocal Teaching with role cards to improve student mathematical reasoning abilities on trigonometry material. Mathematical reasoning is thinking about mathematical problems logically to solve a problem and give reasons for a solution. One of the lessons learned to overcome the low mathematical reasoning ability is the learning of Reciprocal Teaching models using role cards. The steps of Reciprocal Teaching activities include question generating, clarifying, predicting, and summarizing. Before the Reciprocal Teaching steps are carried out, students are given a role card to determine the students who become model teachers. This research is a classroom action research. Based on the research that has been done, it is known that the application of the Reciprocal Teaching model increases the mathematical reasoning ability of students in XI grade IPA 2 of SMA Negeri 8 Malang on the Trigonometry with an increase in class average from initial 73 to 60 in cycle I and to 73 in cycle II. In addition, the average percentage increase in students' mathematical reasoning also increased from 60% to 73%.

The Role of Aptitude Treatment Interaction Instructional Model with Task and Forced Instructional Strategy on Student Mathematical Reasoning Ability

This research was conducted to determine the effect of aptitude-treatment interaction (ATI) instructional models with task and forced instructional strategy to mathematical reasoning abilities. Mathematical reasoning ability is an ability that belongs to the goals of national education, but its achievement is still fairly low. The method used in this study is a quasi-experimental method with a posttest-only research design. Sampling in this study using purposive sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMK Perintis 1 Depok and SMK Fajar Depok. The experimental class uses aptitude-treatment interaction (ATI) learning model with task and forced learning strategies, while the control class uses conventional methods. The collected data is then analyzed using the calculation of chi-square test, Fisher test, and hypothesis testing. The results of the data analysis showed that the average value of students who learned using aptitude-treatment interaction (ATI) learning model with task and forced learning strategies was higher than the average value of students who learned using conventional methods. Based on the results of hypothesis testing shows that there is an influence of aptitude-treatment interaction (ATI) learning model with task learning strategies and forced on students' mathematical reasoning abilities.

Development of student worksheets based on Realistic Mathematics Education (RME) oriented to mathematical reasoning

Student worksheets in schools have not been fully developed based on contextual problems that are close with student environment. Therefore, students thinking skills have not facilitated. Based on these problems, the purpose of this study is develop student worksheets based on RME that can facilitate students to improve mathematical reasoning. This research is development research that uses Plomp development model. The subject trial of this study are 31 students class VIII of Junior high school in Wonosobo. Validity assessment instrument is a validation sheet. Practical assessment instruments are teacher and student assessment sheets, also learning implementation observation sheets. The effectiveness assessment instrument is mathematical reasoning test. Data analysis was carried out by converting quantitative data into qualitative data. The results showed that student worksheet validity score was 95. Practicality based on the teacher’s assessment with a score of 37, the results based on students assessment have an average score of 62.35. Average of learning achievement is 95.37% and the results of mathematical reasoning test which shows that 96.55% of students complete the minimal mastery criteria. Therefore, student worksheet who developed is suitable for mathematics learning activities and can be used to improve students mathematical reasoning.

Preliminary research of development learning design of system of two linear equations based on realistic mathematics education

Students in junior high school learned "system of two linear equations" materials focusing on the procedural steps of problem-solving provided, they become difficult if given problems with higher levels or different problems. This is because the ability of students mathematical reasoning is relatively low. Based from observations and interviews with teachers, one way to overcome this problem is developing the learning design using Realistic Mathematics Education (RME). In this research, the instructional design developed is Local Instruction Theory (LIT), teacher book and student book. The purpose of this research is to develop the characteristics of learning design. The topic of the system of two linear equations based on RME in class VIII SMP is valid, practical and effective. This research will combine two types of research and research. Tjeerd Plomp and Gravemeijer & Cobb. Learning implementation of learning, teacher book and student book using design research Plomp. Then, for the development of a learning trajectory, designed by using design research Gravemeijer & Cobb. Validation is done by an expert or lecturer of Mathematics Education, Educational Technology, and Language. Practicality has seen from the observation learning implementation, practicality and interviews questionnaire with students and teachers. Effectiveness has seen from the results of student activities and the final test of learning. The data is analyzed descriptively.Introduction

Mathematical reasoning of student in senior high school based on gender differences

The reasoning is one of the goals of mathematics education. Reasoning related to mathematical concepts or information is called mathematical reasoning. The process of reasoning in the learning of mathematics is influenced by many factors, one of which is gender, especially in their way to solve mathematical problems and draw conclusion. This research aims to describe student mathematical reasoning in senior high school based on gender differences. This study used descriptive qualitative method. Mathematical reasoning consists of analyzing problem, initiating a strategy, seeking and using connections, and reflecting solution to a problem. This research has been conducted during the second semester of the academic year 2017/2018. The subject of the study consisted of two male students and two female students of National Senior High School Pekalongan which selected using purposive sampling. The results show that male students think flexibly while the female students tends to follow the strategy given by the teacher. Female students tend to be more accurate than male students for drawing conclusions.