<![CDATA[AbstractThis study was intended to investigate the improvement of students’ mathematical reasoning ability and self regulalated learning through problem based learning (PBL). This study was a part of a master thesis and a sub-study of a Postgraduate Research Grant from DGHE in 2015. This study was a pretest-postest quasi-experimental control group design involving 54 ninth-grade students of a yunior high school in Garut which were chosen puposively.The instruments of this study are an essay test on mathematical reasoning ability, a self regulated learning (SRL) scale, and a scale measuring students’ perception on PBL. The study revealed that students getting treatment on PBL attained better grades on mathematical reasoning ability than students taught by conventional teaching, though the grades were at medium level. Students realized difficulties in giving reason toward the truth of a statement, in examining sufficiency of ellements in solving problem, and executing computation based on relevant rules. However, there was no difference in grades of self regulalated learning between students in the two groups and the grades were fairly good. Also there was no association between mathematical reasoning ability and self regulalated learning.Keyword: mathematical reasoning, self regulalated learning, problem based learning (PBL), perception toward PBL AbstrakPenelitian ini ditujukan untuk menemukan peningkatan kemampuan penalaran matematik dan kemandirian belajar siswa melalui pembelajaran berbasis masalah (PBM). Penelitian ini adalah bagian dari tesis magister dan bagian dari Penelitian Hibah Pascasarjana DIKTI pada tahun 2015. Studi ini adalah suatu quasi eksperimen dengan disain pretest-postes kelompok kontrol yang melibatkan 54 siswa kelas 9 dari satu SMP di Garut yang ditetapkan secara purposif. Instrumen penelitian ini adalah tes uraian kemampuan penalaran matematik, skala kemandirian belajar, dan skala persepsi siswa terhadap pembelajaran berbasis masalah (PBM). Penelitian menemukan bahwa kemampuan penalaran matematik siswa yang mendapat pembelajaran berbasis masalah lebih baik daripada siswa yang mendapat pembelajaran konvensional dan penalaran matematik siswa tergolong sedang. Siswa masih mengalami kesulitan memberikan alasan terhadap kebenaran suatu pernyataan, memeriksa kecukupan unsur suatu masalah, dan melaksanakan perhitungan berdasarkan aturan. Namun, tidak terdapat perbedaan kemandirian belajar antara siswa dalam kedua pembelajaran dan keduanya tergolong cukup baik. Selain itu ditemukan pula tidak terdapat asosiasi antara kemampuan berpikir kreatif matematik dan kemandirian belajar.Kata kunci: berpikir kreatif matematik, kemandirian belajar, pembelajaran berbasis masalah, persepsi terhadap pembelajaran berbasis masalah.]]>
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