THE EFFECT OF PROBLEM POSING LEARNING MODEL ON STUDENT'S MATHEMATIC REASONING ABILITY

Abstract

This research is an experimental research because the treatment is tested and its effect is measured on the sample groups. The experimental design used in this study was a non-equivalent pretest and posttest control group design. The population in this research were all students of senior high school (SMA) in Kutalimbaru in class IX which consisted of 323 students and 2 classes were randomly selected from 8 available classes. To obtain the data, an instrument was used, namely a set of mathematical reasoning tests in the form of descriptions that were valid and reliable. Furthermore, to determine whether or not there is an effect of mathematical reasoning before and a lesson, statistical analysis of the Independent Sample t-test was carried out. The results of the research show that problem posing learning significantly improves students' mathematical reasoning abilities when compared to before learning. It can be concluded that there is an effect of the problem possing learning model on students' mathematical reasoning abilities.