PENALARAN MATEMATIS DAN MATHEMATICAL HABITS OF MIND MELALUI PEMBELAJARAN BERBASIS MASALAH DAN PENEMUAN TERBIMBING - Ario, Marfi (Edusentris, 2015)
Kemampuan penalaran matematis dan mathematical habits of mind (MHM) merupakan aspek penting dalam pembelajaran matematika. Upaya peningkatan kemampuan penalaran matematis dan MHM perlu dilakukan. Atas dasar itu, penelitian ini dilakukan dengan tujuan untuk menelaah peningkatan kemampuan penalaran matematis dan MHM siswa yang mendapat pembelajaran berbasis masalah dan pembelajaran penemuan terbimbing. Penelitian ini merupakan penelitian quasi experiment dengan desain penelitian the pretest-post-tes two treatment design. Populasi dalam penelitian ini adalah siswa kelas XI salah satu SMK di Pekanbaru, dengan sampel sebanyak 76 siswa yang berasal dari dua kelas. Pengambilan sampel menggunakan teknik purposive sampling. Instrumen yang digunakan berupa soal tes kemampuan penalaran matematis dan angket MHM. Temuan pada penelitian ini adalah: (1) peningkatan kemampuan penalaran matematis siswa yang mendapat pembelajaran berbasis masalah lebih baik daripada siswa yang mendapat pembelajaran penemuan terbimbing; (2) terdapat perbedaan peningkatan kemampuan penalaran matematis siswa ditinjau dari kategori Kemampuan Awal Matematis (KAM) siswa; (3) tidak terdapat interaksi antara model pembelajaran dan kategori KAM terhadap peningkatan kemampuan penalaran matematis siswa; (4) tidak terdapat perbedaan MHM siswa yang mendapat pembelajaran berbasis masalah dengan siswa yang mendapat pembelajaran penemuan terbimbing.Kata kunci: penalaran matematis, pembelajaran berbasis masalah, pembelajaran penemuan terbimbing, kemampuan awal matematis.ABSTRACTMathematical reasoning ability and Mathematical Habits of Mind (MHM) are fundamental aspect in mathematic learning. Efforts to improve the ability of mathematical reasoning and MHM necessary. Based on that, this study was conducted to examine improvement of mathematical reasoning ability and MHM students who received problem-based learning and guided discovery learning. This study was a quasi experimental research with the pretest-posttes two treatment design. The population in this study were the students in class XI from one of SMK in Pekanbaru. Samples in this study were 76 students from two classes using purposive sampling technique. Instrument that used in this study were the questions of mathematical reasoning ability test and MHM questionnaire. The finding in this study were: (1) improvement mathematical reasoning ability of students who received problem-based learning was better than students who received guided discovery learning; (2) there was differences in improvement of students’ mathematical reasoning ability in terms of categories Early Mathematical Ability (EMA) students; (3) there was no interaction between learning models and categories of EMA to improving students’ mathematical reasoning ability; (4) there was no differences MHM students who received problem-based learning with students who received guided discovery learning.Keywords: mathematical reasoning, problem-based learning, guided discovery learning, early mathematical ability.