Abilities of Reasoning and Mathematics Representation on Guided Inquiry Learning

Abstract

This research initiated by some research result regarding the lower Reasoning and Mathematics Representation of student on the math learning. In order to upgrade the abilities is passing through the guided inquiry learning. The aim of the reasearch is to analyze comprehensively on accomplishment reasoning and math representation of student who gain the guided inquiry learning and conventional learning. The research is applying experiment method by design of one group pretest-posttest. The result of research indicates the guided inquiry learning is more effective in accomplishment and improvement of student representation capabilities and student comprehend compared with the conventional learning. Reasoning and Mathematics Representation of group student or guided inquiry learning is higher from the group student of conventional learning. The improvement of Mathematics Reasoning of Group Student of guided inquiry learning values 0.33 on the medium category, while the improvement of Mathematics Representation of group student of conventional learning values 0.19 on the low category. The amount of improvement on Mathematics Representation of group student of the guided inquiry learning is 0.41 on the medium category, and the improvement on Mathematics Representation of group student of conventional learning is 0.26 is on the low category.

Analysis of Abstract Reasoning From Grade 8 Students in Mathematical Problem Solving With Solo Taxonomy Guide

“…They could seek any excuse, real or imaginary, and had the ability to use scientific reasoning to solve relatively complex problems. This finding shows that abstract reasoning ability plays an important role in the achievement of their mathematics learning outcomes (Widodo, 2017;Yumiati & Noviyanti, 2017).…”

أثر استخدام نموذج 4e × 2 فی تدریس وحدة مقترحة فی الحساب الذهنی على تنمیة مهارات الاستدلال الریاضی والحساب الذهنی والطلاقة الحسابیة لدى تلامیذ المرحلة الابتدائیة

“…‫ڃهخځ‬ ‫ٳٍ‬ ‫حٿڄهخٍحص‬ ‫طڀٺ‬ ‫ط٤زُٶ‬ ‫ٳٍ‬ ‫نـخكخ‬ ‫أٻؼَ‬ ‫وريٷش‬ ‫ر٤ٗٷش‬ ‫َٔظـُزىح‬ ‫أڅ‬ ‫َڄټطهڂ‬ ‫ؿيَ‬ ‫ٍَخُٟش‬ ‫يس‬ (Rhymer et al, 2000) ‫ر٤ٗٷش‬ ‫َظڄظ٬ىڅ‬ ‫حٿٌَن‬ ‫حْٳَحى‬ ‫ْڅ‬ ‫وًٿٺ‬ ‫ب‬ ‫أٻؼَ‬ ‫ڃ٬َٳُش‬ ‫رڄٜخىٍ‬ ‫حٖكظٴخ٥‬ ‫ورخٿظخٿٍ‬ ‫وريٷشب‬ ‫رَٔ٫ش‬ ‫حٿڄهخځ‬ ‫أىح‬ ‫ڃن‬ ‫َظڄټطىڅ‬ ‫٫خٿُش‬ ‫ط٬ٸُيح‬ ‫أٻؼَ‬ ‫ڃهخځ‬ ‫وط٬ڀڂ‬ ‫حٿٴهڂ‬ ‫ٳٍ‬ ‫حٓظويحڃهخ‬ ‫َڄټن‬ ‫وحٿظٍ‬ ‫حٿ٬خڃڀش)‬ ‫حٿٌحٻَس‬ ‫حٖنظزخهب‬ ‫ (ڃؼپ‬ (Ramos-Christian, Schleser, & Varn, 2008) . ‫حٿٌَن‬ ‫حٿظٗڃٌُ‬ ‫ٻٌٿٺ‬ ‫حٿٸڀٶ‬ ‫ڃن‬ ‫ڃطوٴ٠ش‬ ‫ڃٔظىَخص‬ ‫َ٨هَوڅ‬ ‫حٿلٔخرُش‬ ‫حٿ٤ٗٷش‬ ‫ڃن‬ ‫٫خٿُش‬ ‫رڄٔظىَخص‬ ‫َظڄظ٬ىڅ‬ ‫حٿََخٍٟ‬ (Cates & Rhymer, 2003) ‫ٳٍ‬ ‫٫خٽ‬ ‫طلُٜپ‬ ‫ٳٍ‬ ‫َٔهڂ‬ ‫ڃڄخ‬ ‫َُخىس‬ ‫اٿً‬ ‫أىص‬ ‫حٿََخُٟخص‬ ‫ٳٍ‬ ‫وحٿطـخف‬ ‫حٿلٔخرُش‬ ‫حٿ٤ٗٷش‬ ‫رُن‬ ‫حٿ٬ٗٷش‬ ‫يٌه‬ ‫حٿََخُٟخص.‬ ‫ر‬ ‫حٖيظڄخځ‬ ‫حٿلٔخرُش‬ ‫حٿ٤ٗٷش‬ ‫ططڄُش‬ ‫اٿً‬ ‫طهيٱ‬ ‫حٿظٍ‬ ‫حٿظَرىَش‬ ‫حٿ٤َٵ‬ ‫ظ٤ىََ‬ (Tikhomirova et al, 2017 & Johnson, 1998;Yumiati & Noviyanti, 2017) ‫أػزظض‬ ‫ٻڄخ‬ ‫حٖٓظيٖٽ.‬ ‫ڃهخٍحص‬ ‫ططڄُش‬ ‫ٳٍ‬ ‫وحٖٓظٸٜخ‬ ‫حٿزلغ‬ ‫٫ڀً‬ ‫حٿٸخثڂ‬ ‫حٿظ٬ڀُڂ‬ ‫ٳ٬خٿُش‬ ‫حٿيٍحٓخص‬ ‫ڃن‬ ‫٫يى‬ (e.g., Baker & Baker, 1991;Jurat, 1992;Mcintosh, De Nardi, & Swan, 1991 ‫حٖٓظٸٜخ‬ ‫ڃَحكپ‬ ‫ٻپ‬ ‫ٳٍ‬ (Marshall, Smart, & Alston, 2017 (Black, Harrison, Lee, Marshall, & Wiliam, 2004;Keeley, Eberle, & Farrin, 2005;Marzano, 2006) ‫طلُٜپ‬ ‫٫ڀً‬ ‫حٿظټىَطٍ‬ ‫ٿڀظٸُُڂ‬ ‫ٻزَُ‬ ‫اَـخرٍ‬ ‫طؤػَُ‬ ‫وؿىى‬ ‫اٿً‬ ‫حٿظ٬ڀُڂ‬ ‫٫ڄڀُش‬ ‫ڃن‬ ‫َظـِأ‬ ٖ ‫غح‬ ‫ؿِ‬ ‫حٿظټىَطٍ‬ ‫حٿظٸُُڂ‬ ‫َٜزق‬ ‫٫طيڃخ‬ ‫َطظؾ‬ ‫وحٿٌٌ‬ ‫حٿظٗڃٌُ‬ ‫و‬ ‫ڃخ‬ ‫حٿظؤڃپ‬ ‫ىڃؾ‬ ‫َئىٌ‬ ‫ػخٿؼخ‬ ‫وحٿظ٬ڀڂ.‬ ‫اٿً‬ ‫حٿظ٬ڀُڂ‬ ‫٫ڄڀُش‬ ‫٣ىحٽ‬ ‫ٿڀڄ٬ڀڂ‬ ‫حٿڄ٬َٳٍ‬ ‫ٍح‬ ‫حْرلخع‬ ‫طَُ٘‬ ‫كُغ‬ ‫حٿظٗڃٌُب‬ ‫وأىح‬ ‫حٿڄ٬ڀڂ‬ ‫س‬ ‫ٻٴخ‬ ‫طلٔن‬ (Cavalluzzo, 2004;Goldhaber, 2004;Vandevoort, Amrein-Beardsley, & Berliner, 2004) ‫َئىٌ‬ ‫ڃڄخ‬ ‫ڃڄخٍٓظهڂ‬ ‫ٳٍ‬ ‫حٿڄ٬ڀڄىڅ‬ ‫َظؤڃپ‬ ‫٫طيڃخ‬ ‫طظلٔن‬ ‫حٿظيٍَْ‬ ‫ؿىىس‬ ‫أڅ‬ ‫اٿً‬ ‫أ‬ ‫َُخىس‬ ‫اٿً‬ ‫ب‬ ‫وحٖٓظٸٜخ‬ ‫حٿزلغ‬ ‫(ڃټىنخص‬ ‫حٿڄټىنخص‬ ‫يٌه‬ ‫طآٍُ‬ ‫َئىٌ‬ ‫حٿظٗڃٌُ.‬ ‫ىح‬ ‫حٿڄ٬ڀڂ‬ ‫س‬ ‫وٻٴخ‬ ‫حٿظٗڃٌُ‬ ‫ٳ٬خٿُش‬ ‫طلُٔن‬ ‫اٿً‬ ‫حٿڄ٬ڀڂ)‬ ‫طؤڃپ‬ ‫حٿظټىَطٍب‬ ‫حٿظٸُُڂ‬ (Marshall, 2013) . (Kurovski, 2010;Fuson, 2003;Luccngeli et al, 2003) .…”

“…‫حٔؿخرش‬ ‫وَٓ٫ش‬ ‫ىٷش‬ ‫رُن‬ ‫َـڄ٪‬ ‫ڃٸُخّ‬ ‫رخٓظويحځ‬ ‫حٿلٔخرُش‬ ‫حٿ٤ٗٷش‬ ‫ٷُخّ‬ ‫َظڂ‬ (Lin & Kubina Jr., 2005;Rhymer et al, 2000;Vasilyeva et al, 2015 ‫حٿيٷُٸش‬ ‫ٳٍ‬ ‫حٿٜلُلش‬ ‫حٖؿخرخص‬ ‫٫يى‬ ‫رلٔخد‬ ‫حٿ٤ٗٷش‬ ‫ٷُخّ‬ ‫َظڂ‬ (Cates & Rhymer, 2003;Lin & Kubina Jr, 2005;Rhymer et al, 2000) . ................................................. ........................................................ (Heirdsfield & Lamb, 2005;Heirdsfield et al, 2007;Green, 2005 ‫ڃؼپ‬ ‫حٿلٔخرُش‬ ‫حٿ٤ٗٷش‬ ‫رٸُخّ‬ (Lin & Kubina Jr., 2005;Rhymer et al, 2000;Vasilyeva et al, 2015) ‫ڃ٪‬ Fielding-Wells et al, 2014;Johnson & Lawson, 1998;Yumiati & Noviyanti, 2017 (Ball & Bass, 2003;Coetzee et al, 2010;Kramarski & Mevarech, 2003; (Coetzee et al, 2010;Mueller et al, 2010;Mueller et al, 2014 (Baker & Baker, 1991;Jurat, 1992;Mcintosh et al, 1991 (Black et al, 2004;Keeley et al, 2005;Marzano, 2006 (Cavalluzzo, 2004;Goldhaber, 2004;Vandevoort et al, 2004…”

Pembelajaran hubungan antar sudut menggunakan model pembelajaran guided inquiry

“…Pembelajaran yang mengimplementasikan model guided inquiry memiliki karakteristik, yaitu menekankan aktivitas pembelajaran yang memberikan kesempatan kepada siswa untuk menyelidiki dan menemukan suatu konsep sehingga melalui aktivitas tersebut sikap percaya diri siswa dapat berkembang dan guru hanya berperan sebagai fasilitator dan motivator dalam proses belajar siswa (Kuhlthau & Maniotes, 2010;Kuhlthau et al, 2015;Yumiati & Noviyanti, 2017). Selain itu, pembelajaran dengan model guided inquiry juga dapat mengembangkan kemampuan intelektual sebagai proses mental dan seluruh aktivitas pembelajaran dengan model guided inquiry melibatkan seluruh kemampuan siswa dalam melakukan penyelidikan secara sistematis (FitzGerald & Garrison, 2016;Kuhlthau & Maniotes, 2010;Kuhlthau et al, 2015).…”

“…Penelitian terdahulu telah banyak dilakukan untuk menyelidiki implementasi dari model guided inquiry dalam pembelajaran matematika. Akan tetapi, penelitian tersebut masih berfokus pada hasil akhir, seperti implementasi model ini memberikan dampak hard skills dan soft skills siswa (misalnya, Gunur et al, 2019;Kuhlthau & Maniotes, 2010;Kuhlthau et al, 2015;Yumiati & Noviyanti, 2017). Sejumlah peneliti lain juga mengkaji tentang pengembangan kemampuan intelektual sebagai proses mental dan kemampuan menyelidiki secara sistematis melalui model guided inquiry (misalnya, FitzGerald & Garrison, 2016;Kuhlthau & Maniotes, 2010;Kuhlthau et al, 2015).…”