The implementation of problem posing learning model to improve grade xi mia students’ mathematical reasoning ability at one christian school in Nias

Sianturi, Natalia Pasu Posmawati (2019) The implementation of problem posing learning model to improve grade xi mia students’ mathematical reasoning ability at one christian school in Nias. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Mathematical reasoning ability is an essence thing needed in order to learn mathematic in a whole. It is caused that this ability enables students to relate various concept in mathematical concept, since mathematic concepts interconnected with each other. However, most of students have poor mathematical reasoning ability. It could be seen when most of students couldn’t understand the relevance between differentiation and limit. This fact was also supported with student’s low score toward the test of tangent gradient which questions represented mathematical reasoning indicator. Therefore, in order to improve student’s mathematical reasoning skill, a learning model was applied called problem posing. The research method applied was Classroom Action Research (CAR) with Pelton model. There were two implementations which conducted from August, 20 – October, 22 2018. This research involved 27 students of grade XI-MIA students. This research used several instruments, such as mentor feedback, journal reflection, and checklist observation. Those data(s) were analyzed with quantitative techniques and qualitative techniques. Then, the result of this research analysis states that there was improvement on student’s mathematical reasoning ability which could be seen at students’ achievement percentage. Students’ achievement percentage toward mathematical reasoning ability improved from 0% for the test before implementation, 25.92% for the test at implementation 1, until 74.07% for the test at implementation 2. Therefore, it can be concluded that problem posing learning model improved students’ mathematical reasoning ability by implementing the steps of problem posing learning model which are; 1) teacher divides students in several groups heterogeneously, 2) teacher delivers the material, 3) teacher discusses several problems, 4) teacher asks students to pose, answer, and exchange the problems, and 5) teacher discusses problems made by students. / Kemampuan penalaran sangat esensial diperlukan untuk mempelajari matematika secara utuh. Hal ini disebabkan karena kemampuan ini memampukan murid untuk dapat menghubungkan berbagai konsep dalam konsep matematika, mengingat konsep matematika saling berhubungan santu sama lain. Akan tetapi, murid-murid memiliki kemampuan penalaran matematis yang buruk. Hal ini sangat terlihat saat murid tidak dapat memahami relevansi konsep turunan dengan limit. Ini juga didukung dengan nilai murid yang rendah saat menjawab soal tes Gradien Garis Singgung yang mana soal tersebut sudah memenuhi indikator penalaran matematis. Oleh karena itu, untuk meningkatkan kemampuan penalaran matematis siswa, diterapkanlah model pembelajaran Problem Posing. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan model Pelton. Terdapat dua tindakan dalam penelitian ini yang berlangsung dari 20 Agustus – 22 Oktober 2018. Penelitian ini melibatkan 27 siswa kelas XI-MIA. Instrumen yang digunakan dalam penelitian ini adalah feedback mentor, jurnal refleksi, tes, dan observasi checklist. Data-data tersebut dianalisis dengan teknik kuantitatif dan kualitatif. Hasil analisis dalam penelitian ini menyatakan bahwa terjadi peningkatan kemampuan penalaran matematis siswa dilihat dari persentasi ketercapaian siswa. Persentasi ketercapaian siswa terhadap kemampuan penalaran matematis meningkat dari 0% pada tes sebelum tindakan, 25.92% pada tes tindakan 1, dan 74.07% pada tes tindakan 2. Oleh karena itu, dapat disimpulkan dalam penelitian ini, yaitu model pembelajaran problem posing dapat meningkatkan kemampuan penalaran matematis siswa dengan menerapkan langkah-langkah model pembelajaran problem posing, yaitu: 1) guru membagi siswa dalam beberapa kelompok secara heterogen, 2) guru menyampaikan materi, 3) guru mendiskuksikan soal, 4) guru meminta siswa untuk membuat, menjawab, dan menukar soal, dan 5) guru mendiskusikan soal buatan siswa.

Item Type: Thesis (Bachelor)
Creators:
CreatorsNIMEmail
Sianturi, Natalia Pasu PosmawatiNIM00000018377UNSPECIFIED
Contributors:
ContributionContributorsNIDN/NIDKEmail
Thesis advisorPanggabean, Meicky ShoreamanisUNSPECIFIEDUNSPECIFIED
Uncontrolled Keywords: mathematical reasoning ability; problem posing learning model
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: University Subject > Current > Faculty/School - UPH Karawaci > Faculty of Education > Mathematics Education
Current > Faculty/School - UPH Karawaci > Faculty of Education > Mathematics Education
Depositing User: Dianty Greas Athalya Hutagalung
Date Deposited: 02 May 2023 08:24
Last Modified: 02 May 2023 08:24
URI: http://repository.uph.edu/id/eprint/55247

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