<![CDATA[This study aimed to examine the effect of the IMPROVE learning model on students’ mathematical reasoning ability in relation to their mathematical disposition. A quantitative approach was employed using a factorial experimental design. The participants consisted of two classes, namely an experimental group taught through the IMPROVE model and a control group instructed using conventional teaching methods. The research instruments included a mathematical reasoning test and a mathematical disposition questionnaire. Data analysis was conducted using a two-way ANOVA after the data satisfied the assumptions of normality and homogeneity. The findings revealed that the experimental group obtained a higher mean score of mathematical reasoning ability 12.97 compared to the control group 9.97. The results of the two-way ANOVA indicated that the IMPROVE learning model had a significant effect on students’ mathematical reasoning ability F_calculated = 14.60 > F_table = 3.98. In addition, mathematical disposition also had a significant influence on students’ mathematical reasoning ability F_calculated = 5.46 > F_table = 3.13. However, no significant interaction was found between the IMPROVE learning model and mathematical disposition on students’ mathematical reasoning ability F_calculated = 2.15 < F_table = 3.13.]]>
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