Improving Students' Mathematical Reasoning Ability and Self-Efficacy Based on DNR-Based Instruction


Iyon Maryono(1*), Yaya Sukjaya Kusumah(2), Jarnawi A. Dahlan(3), Sunandar Sunandar(4), Asep Jihad(5)

(1) Program Studi Pendidikan Matematika, Universitas Pendidikan Indonesia, Indonesia
(2) Program Studi Pendidikan Matematika, Universitas Pendidikan Indonesia, Indonesia
(3) Program Studi Pendidikan Matematika, Universitas Pendidikan Indonesia, Indonesia
(4) Program Studi Pendidikan Matematika, UIN Sunan Gunung Djati Bandung, Indonesia
(5) Program Studi Pendidikan Matematika, UIN Sunan Gunung Djati Bandung, Indonesia
(*) Corresponding Author

Abstract


Kemampuan Penalaran Matematis (KPM) dan efikasi-diri sangat penting bagi mahasiswa calon guru matematika. Namun, fakta menjunjukkan bahwa dua hal tersebut belum sesuai dengan harapan.  Tujuan penelitian ini adalah untuk menganalisis dampak dari model DNR-based Instructions terhadap KPM dan efikasi-diri mahasiswa. Metode eksperimen semu digunakan pada penelitian ini dengan nonequivalent control group design. Sampel penelitian ini terdiri dari 39 mahasiswa kelompok model DNR-based Instructions dan 39 mahasiswa kelompok model konvensional. Penelitian ini menggunakan instrumen tes-KPM dengan validitas tinggi dan angket efikasi-diri. Hasil penelitian menunjukkan bahwa: KPM  mahasiswa kelompok model DNR-based Instructions lebih baik dari pada KPM  mahasiswa kelompok model konvensional, ditinjau secara keseluruhan maupun berdasarkan Pengetahuan Awal Matematis (PAM); Efikasi-diri mahasiswa kelompok model DNR-based Instructions berada pada kategori baik. Implikasi dari hasil penelitian ini adalah KPM dan efikasi-diri dapat ditingkatkan melalui aktivitas pembelajaran yang didasarkan pada cara memahami dan cara berpikir, kebutuhan intelektual dan penalaran berulang.

 

Mathematical Reasoning Ability (MRA) and self-efficacy are very important for prospective mathematics teacher students. However, the facts show that these two things have not met expectations. The aim of this research is to analyze the impact of the DNR-based Instructions model on MRA and student self-efficacy. The quasi-experimental method was used in this research with a nonequivalent control group design. The sample for this study consisted of 39 students from the DNR-based Instructions model group and 39 students from the conventional model group. This research has used MRA-test instruments with high validity and self-efficacy questionnaires. The research results show that: MRA for students in the DNR-based Instructions model group is better than MRA for students in the conventional model group, both overall and based on Prior Mathematics Knowledge (PMK); The self-efficacy of students in the DNR-based Instructions model group is in the good category. The implication of the results of this research is that MRA and self-efficacy can be improved through learning activities that are based on ways of understanding and ways of thinking, intellectual needs and repetitive reasoning.


Keywords


DNR-Based Instructions, Self-Efficacy, Mathematical Reasoning Ability

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References


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DOI: https://doi.org/10.15575/ja.v9i2.15987

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