This study is intended to result in instruction that will help pupils improve their mathematics understanding skills. The similarity of strategies in both the scientific and reciprocal teaching approaches makes it difficult to choose which approach is better. This investigation aims to investigate and explain (1) Improving pupils' mathematical understanding through comparison of scientific approaches and Reciprocal Teaching based on PAM; (2) The impact of the interaction between learning approaches with pupils' PAM on enriching pupils' mathematics understanding ability. It is a quasi-experimental research project that uses two experimental classes. The results of this study are (1) Pupils who learn through the scientific approach and pupils who learn through reciprocal teaching strategies based on PAM pupils have different mathematical thinking abilities, with the average value of improvement in the scientific approach class being more significant than the reciprocal teaching approach class; (2) Learning and pupils' PAM have no interaction effect. It means that learning in both experimental classes applies to all pupils overall in improving pupils' mathematical understanding ability. Based on the results of this study, this study implies that teachers can employ learning using a scientific approach as one of the learning options for pupils to increase their mathematical understanding abilities.

Every student in higher education will learn about statistics. Statistics is knowledge about data collection, data classification, presentation, processing, drawing conclusions, and making decisions based on certain problems. Because statistics are related to sample data, it is necessary the ability to interpret, understand, and make good decisions on the data. Project-Based Learning is very suitable to be applied to solve complex problems in a creative, collaborative, and independent way like in this course. This research is to analyze the effectiveness of PjBL learning in improving the understanding of statistical concepts. The research subjects were seventy students who took statistics courses at the Mathematics Education Study Program, Bengkulu University in 2021. This type of research is a quasi-experimental design using a one-group pretest-posttest design. The research instrument was a test sheet for understanding the concept of statistics, including the ability to choose statistical analysis, the ability to process data, and the ability to interpret the results. The data were analyzed using the t-paired sample test and the N-Gain score. Based on the results of the study, it can be concluded that the application of Project-Based Learning is quite effective in increasing students' understanding of concepts in statistics courses at Bengkulu University, especially in the mathematics education study program. Students' understanding of concepts after the PjBL model is applied is higher than before PjBL is applied.Setiap mahasiswa di perguruan tinggi pasti akan mempelajari tentang statistika. Statistika merupakan pengetahuan mengenai pengumpulan data, klasifikasi data, penyajian, pengolahan, penarikan kesimpulan, dan pengambilan keputusan berdasarkan masalah tertentu. Dikarenakan statistik berkaitan dengan data sampel maka diperlukan kemampuan pemahaman dalam menafsirkan, memahami serta membuat keputusan yang baik terhadap data tersebut. Model Project Based Learning sangat cocok diterapkan untuk memecahkan masalah kompleks dengan cara yang kreatif, kolaboratif, dan mandiri seperti pada mata kuliah ini. Penelitian ini dilakukan untuk menganalisis efektifitas model pembelajaran PjBL dalam meningkatkan pemahaman konsep statistika. Subjek penelitian yaitu tujuh puluh mahasiswa yang mengambil mata kuliah statistika di Program Studi Pendidikan Matematika Universitas Bengkulu tahun 2021. Jenis penelitian adalah quasi eksperiment dengan menggunakan rancangan one group pretest-postest design. Instrumen penelitian berupa lembar tes pemahaman konsep tentang statistika, meliputi kemampuan memilih analisis statistika, kemampuan pengolahan data dan kemampuan menginterpretasikan hasilnya. Data dianalisis dengan menggunakan uji t-paired sample dan skor N-Gain. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran Project Based Learning cukup efektif untuk meningkatkan pemahaman konsep mahasiswa pada mata kuliah statistika di Universitas Bengkulu khususnya di program studi pendidikan matematika. Pemahaman konsep mahasiswa setelah diterapkan model PjBL lebih tinggi dibandingkan sebelum diterapkan PjBL.

AbstrakKarakter matematika bersifat hirarkis yaitu adanya keterkaitan antar satu konsep dengan konsep lainnya, sehingga akan sangat fatal jika mengalami miskonsepsi seperti keliru membuat sebuah generalisasi pada materi Logika Matematika dalam mata kuliah Matematika Dasar, sehingga jika terjadi miskonsepsi terus-menerus dapat menimbulkan kegagalan pemahaman konsep pada mata kuliah selanjutnya seperti Kalkulus dan Matematika Diskrit. Penelitian ini bertujuan mengidentifikasi miskonsepsi pada peserta mata kuliah Matematika Dasar di Program Studi Pendidikan Matematika Universitas Bengkulu pada tahun akademik 2021/2022 saat pembelajaran materi Logika Matematika. Metode yang digunakan yaitu pemberian tes diagnostik berbentuk essay, dan tingkat keyakinan dalam menjawab dengan menggunakan Certainty Response Index. Instrumen tes berupa tes diagnostik. Teknik pengumpulan data menggunakan lembar tes. Analisis data dilakukan terhadap uraian jawaban serta tingkat keyakinan dalam memberikan jawaban. Hasil penelitian menunjukkan bahwa pembelajaran Logika Matematika memberikan dampak miskonsepsi pada peserta mata kuliah Matematika Dasar berkisar 4 - 43% dengan identifikasi miskonsepsi tertinggi terjadi pada pokok bahasan tentang penyimpulan suatu pernyataan dan uji validitas argumen menggunakan hukum premis. Tingkat  miskonsepsi terendah terjadi pada uji argumen menggunakan tabel kebenaran. Rata-rata persentase tingkat miskonsepsi mahasiswa sebesar 21%. AbstractIt will be disastrous if there is a failure to comprehend the concepts or experience a misperception because mathematics has a hierarchical nature, so there is a relationship between one notion and another. One of the common errors making students in Mathematical Logic courses for Basic Mathematics is concluding or making erroneous generalizations. The University of Bengkulu's study program in mathematics education requires the completion of this course. Continuous misconceptions may make it difficult to understand the concept in later studies, including calculus and discrete mathematics.During the 2021–2022 academic year, participants in the Basic Mathematics course at Bengkulu University's Mathematics Education Study Program had misconceptions about the information they were learning about mathematical logic. A diagnostic test in the form of an essay is administered, and the Certainty Response Index is used to gauge the respondent's level of confidence. Test equipment in the form of a diagnostic test was the tool employed in this study. To collect data, test sheets that were distributed to students during the final semester exams were used. On the description of the answers and the degree of confidence in providing answers, data analysis was done. The findings indicated that learning mathematical logic had an impact on participants in the Basic Mathematics course in terms of misconceptions ranging from 4 to 43%, with the highest identification of misconceptions occurring on the topics of concluding a statement and determining the veracity of arguments using premise law. The argument test employing the truth table has the lowest level of misinterpretation. There were 21% average misconceptions among students.