KEMAMPUAN PENALARAN BERDASARKAN KEYAKINAN MATEMATIKA DALAM PEMBELAJARAN PBL MELALUI PENDEKATAN INTERAKSI DYADIC

  • Dyah Retno Kusumawardani SMA IT Al Irsyad Al Islamiyyah Purwokerto
##plugins.pubIds.doi.readerDisplayName## https://doi.org/10.20884/1.jmp.2018.10.2.2842

Abstrak

The purposes of this research were (1) to describe the learning quality of PBL through dyadic interaction approach to mathematical reasoning ability of grade X students of IT Al Irsyad Purwokerto High School (2) to find pattern of students reasoning ability based on mathematical belief. This study uses a mixed method. Data analysis started from the analysis of test items. The analysis uses the prerequisite test and then hypothesis testing uses rara average (t-test), then the proportion of comparative tests (test-z) is to calculate the classical completeness. Further testing of determining the difference between the two classes uses different test average (t-test right side). Qualitative data analysis uses qualitative description. The results of quantitative research shows that learning class with PBL and dyadic interaction approach reached classical total 80%. The average difference test showed class results with PBL dyadic interaction approach better than a class activity with PBL. Subjects with very low belief can only fulfill 1 reasoning indicator well. Subjects with low belief can fulfill 3 reasoning indicators well and have not been able to fulfill 1 other indicator. Subjects with high belief can fulfill 4 indicators where 1 indicator is imperfect and subject with very high belief can fulfill all the indicators of reasoning well and complete.

Diterbitkan
2018-12-28
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KUSUMAWARDANI, Dyah Retno. KEMAMPUAN PENALARAN BERDASARKAN KEYAKINAN MATEMATIKA DALAM PEMBELAJARAN PBL MELALUI PENDEKATAN INTERAKSI DYADIC. Jurnal Ilmiah Matematika dan Pendidikan Matematika, [S.l.], v. 10, n. 2, p. 31-42, dec. 2018. ISSN 2550-0422. Tersedia pada: <https://jos.unsoed.ac.id/index.php/jmp/article/view/2842>. Tanggal Akses: 16 sep. 2025 doi: https://doi.org/10.20884/1.jmp.2018.10.2.2842.

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