PENGARUH PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS SISWA

Abstract

Tujuan penelitian ini adalah untuk menganalisis perbedaan kemampuan penalaran dan komunikasi matematis antara siswa yang mendapat pembelajaran inkuiri terbimbing dengan siswa yang mendapat pembelajaran konvensional. Penelitian ini menggunakan metode kuasi eksperimen dengan desain pretest and postest non-equivalent group design yang dilaksanakan di SMPN 1 Bangodua kelas VIII. Penelitian ini menggunakan instrumen tes yang mengukur kemampuan penalaran dan komunikasi matematis siswa. Berdasarkan hasil penelitian diperoleh: (1) Terdapat perbedaan kemampuan penalaran matematis antara siswa yang mendapat pembelajaran inkuiri terbimbing dengan siswa yang mendapat pembelajaran konvensional. Kemampuan penalaran matematis siswa yang mendapat pembelajaran inkuiri terbimbing lebih tinggi dari siswa yang mendapat pembelajaran konvensional. (2) Terdapat perbedaan kemampuan komuniksasi matematis antara siswa yang mendapat pembelajaran inkuiri terbimbing dengan siswa yang mendapat pembelajaran konvensional. Kemampuan komunikasi matematis siswa yang mendapat pembelajaran inkuiri terbimbing lebih tinggi dari siswa yang mendapat pembelajaran konvensional.

 

The purpose of this study was to analyze differences in reasoning ability and mathematical communication between students who received guided inquiry learning with students who received conventional learning. This research uses quasi experimental method with pretest and postest design non-equivalent group design which is implemented in SMPN 1 Bangodua in class VIII. This study uses a test instrument that measures students' reasoning and mathematical communication skills. Based on the research results obtained: (1) There is a difference in the ability of mathematical reasoning between students who received guided inquiry learning with students who received conventional learning. The mathematical reasoning abilities of students who receive guided inquiry learning are higher than students receiving conventional learning. (2) There is a difference in the ability of mathematical communication between students who received guided inquiry learning with students who received conventional learning. The ability of mathematical communication of students who receive guided inquiry learning is higher than students who received conventional learning.