This research is experimental quantitative about quasi experiment that emphasize on improve mathematical understanding and problem solving for Junior High School students by inductive-deductive implementation. The population of this research are all of students at IX degree students in Subang 2012/2013. Two of nine classes were chosen as sample for this research. The topic which used is probability including random occurrence, basics of chance, relative frequency, calculation of probability, determining the value of probability, the expected frequency and the combined odds of two events. The instrument that was used are test and non-test. Mathematical understanding and problem solving were used as a test methods. Meanwhile questionnaire, and observation sheet were used as non-test methods. The data was analyzed by Mann-Whitney and t-test. According to whole analyze in this research, can be concluded: 1) the student improvement of mathematical understanding by using inductive-deductive approach is in middle quality, 2) there is no significant difference at improvement mathematical understanding between experimental class and control class, 3) the improvement of student's ability in mathematical problem solving that use inductive-deductive approach has a low quality, 4) there is no significant difference at mathematical problem solving between experimental class and control class, 5) most of students has positive responses to mathematic learning by inductive-deductive approach, although the students have many problems when learning takes place.

Content may be subject to copyright.

ResearchGate Logo

Discover the world's research

  • 20+ million members
  • 135+ million publications
  • 700k+ research projects

Join for free

This content has been downloaded from IOPscience. Please scroll down to see the full text.

Download details:

IP Address: 167.88.99.11

This content was downloaded on 11/04/2017 at 13:59

Please note that terms and conditions apply.

Inductive-Deductive Approach to Improve Mathematical Problem Solving for Junior High

School

View the table of contents for this issue, or go to the journal homepage for more

2017 J. Phys.: Conf. Ser. 812 012089

(http://iopscience.iop.org/1742-6596/812/1/012089)

Home Search Collections Journals About Contact us My IOPscience

You may also be interested in:

Implementation of Creative Problem Solving Model to Improve The High School Student's Metacognitive

A. Effendi

Improvement of The Ability of Junior High School Students Thinking Through Visual Learning Assisted

Geo gbra Tutorial

M Elvi and Nurjanah

Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical

Understanding Ability and Spatial Sense of Junior High School Students

Nurjanah, J A Dahlan and Y Wibisono

A Development of Mathematical Connecting Ability of Students in Junior High School through a

Problem-Based Learning with Course Review Horay Method

P N Malasari, H Nindiasari and Jaenudin

Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of

Earth and Space Sciences (IPBA)

L Marlina, Liliasari, B Tjasyono et al.

The Concept Mastery in the Perspective of Gender of Junior High School Students on Eclipse Theme in

Multiple Intelligences-based of Integrated Earth and Space Science Learning

W Liliawati, J A Utama and L S Mursydah

Bockron as a Medium of Learning in The Process of Inquiry based Learning to Improve Science Process

Skills of Junior High School Students in Growth and Development Concept

D Mayasari

Inductive-Deductive Approach to Improve Mathematical

Problem Solving for Junior High School

Mariam Ar Rahmah

Email: mariamarrahmah@gmail.com

Abstract.This research is experimental quantitative about quasi experiment that emphasize on

improve mathematical understanding and problem solving for Junior High School students by

inductive-deductive implementation. The population of this research are all of students at IX

degree students in Subang 2012/2013. Two of nine classes were chosen as sample for this research.

The topic which used is probability including random occurrence, basics of chance, relative

frequency, calculation of probability, determining the value of probability, the expected frequency

and the combined odds of two events. The instrument that was used are test and non-test.

Mathematical understanding and problem solving were used as a test methods. Meanwhile

questionnaire, and observation sheet were used as non-test methods. The data was analyzed by

Mann-Whitney and t-test. According to whole analyze in this research, can be concluded: 1) the

student improvement of mathematical understanding by using inductive-deductive approach is in

middle quality, 2) there is no significant difference at improvement mathematical understanding

between experimental class and control class, 3) the improvement of student's ability in

mathematical problem solving that use inductive-deductive approach has a low quality, 4) there is

no significant difference at mathematical problem solving between experimental class and control

class, 5) most of students has positive responses to mathematic learning by inductive-deductive

approach, although the students have many problems when learning takes place.

1. Introduction

In 21st century is a globalization era, the era of resulting technology products with abundant quantity and

quality that increasingly sophisticated and dissemination of information flow is increasingly and

unstoppable. This has led to intense competition among individuals who have skills and ability to think

critic, systematic, logic, creative, and able to communcate creative ideas that will be part of it.

To create human who meets the above characteristics, it can be achieved through education, such as

through mathematics education. By studying mathematics as a whole, the students will be able to have

ability of understanding, communicating, connecting, reasoning, problem solving, logical thinking,

systematic thinking, critical thinking, and creative thinking. This is because mathematics is a means of

thinking, so that mathematics can be regarded as a "vehicle" for developing ability to think logic and

higher cognitive skills for children [1].

Nevertheless, the research that examined on this study was on mathematical problem solving aspects.

This was because mathematical problem solving ability is an ability that considered important on learning,

MSCEIS I OP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012089 doi:10.1088/1742-6596/812 /1/012089

International Conference on Recent Trends in Physics 2016 (ICRTP2016) IOP Publishing

Journal of Physics: Conference Series 755 (2016) 011001 doi:10.1088/1742-6596/755/1/011001

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution

of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.

Published under licence by IOP Publishing Ltd

as proposed by Sabandar [2], that is mathematical problem solving is an ability that must be achieved, and

improved mathematical thinking are the priority objectives of mathematics.

In addition to the opinion stated above, the importance of this ability can be seen from the regulation of

the Minister of National Education of the Republic of Indonesia Number 20 of 2006 on the Standards

Content [3] stated that the purpose of study mathematics is to make learners have the following

capabilities:

xUnderstanding mathematics concepts, the relationship every concepts and apply concepts or

algorithms as flexible, accurate, efficient, and precise in troubleshooting.

xUsing the reasoning in the patterns and nature, perform mathematical manipulation in making

generalizations, compile evidence, or explain mathematical ideas and statements.

xProblem solving, include the ability to understand the problem, contruct a mathematical model,

solve the model and interpret the obtained solution.

xCommunicating the ideas with symbols, tables, diagrams, or other media to clarify situation or

problem.

xHaving a good respect of the usefulness mathematics when solving the problem, also confidence

in problem solving.

But the reality has found in the field that the level of achievement of mathematical problem solving

ability is not satisfactory. It is based on research conducted by Nurhadiyati [4] to the junior high school

students in the Bandung city. Generally, the results of mathematical problem solving ability of junior high

school students is not satisfactory, around 30% - 50% from the ideal score. Similar opinion was also

expressed by Ahmad [5] that is based on case studies in mathematics subject probability and statistics

conducted on 41 students of second grade in SMP Negeri 2 Purwokerto, it was found that the students are

still experiencing difficulties in resolving problems that related with the ability of understanding

mathematical and mathematical problem solving.

The failure of students to achieve mathematical abilities above is not impossible causing the formation

to negative course. According to Suherman [6] mathematics is a formation of affectives mathematics

towards to the formation of cognitive area, although sometimes the opposite occurs. For example, a

student who often feel able to solve mathematics problems, they enjoyed and desire to get more

mathematics problems. Conversely, if they qite often can not feel disable, it will lead them to scare and

shy. This is proven on the reality that most of students have negative affectives to mathematics. As stated

by Muijis and Reynolds [1] mathematics is usually regarded as the most difficult subjects for children and

adults. At school, many students seems to be uninterest on mathematics, and often there is doubt about the

relevance of so much time spent for teaching mathematics.

These problems occur not only due to the students factors but also it could be occur because of

insufficiency facilities and infrastructures when learning takes place, the educational environment not

supporting, and also because teachers could not maximize their competency as teachers. From all factors,

a slight incompetence teacher in teaching lead to an enormous impact on the students' lack on

mathematical ability. Besides from Gage and Berliner's opinion [7], teachers should be able to play as a

role, in charge of, and responsible for: (1) Planning, which should be prepare what is needed in teaching

and learning process; (2) Implementing, which should be create a situation, leaders, stimulate, mobilize,

and direct the KBM according to plan; and (3) Assessor, who should be collect, analyze, interpret, and

make a consideration of teaching and learning process based on defined criteria.

In this condition, teacher not only prepare physical things (eg props) but also teachers have to prepare

non-physical things, like mastery material that will be delivered through learning approach. The approach

adopted is not based on self-interest, for example, practicality or the approach of "it" is the most

MSCEIS I OP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012089 doi:10.1088/1742-6596/812 /1/012089

controlled, but a teacher should use learning approaches that can stimulate interest and explore the

knowledge of students, so it will impact on the emergence of students positive affectives towards

mathematics. Such an approach is of course adapted to the material to be learned and the objectives to be

achieved.

The ideal ways of learning that was expressed in Standard Process on the National Education

Standards [8], is a process of learning in the educational unit organized in an interactive, inspiring, fun,

challenging, motivating the students to actively participate and give enough room for innovation,

creativity, and independence in accordance with their talents, interests, and physical and psychological

development of learners.

Hamzah [9] suggested that in learning, students need to be active mentally, build a knowledge based on

cognitive maturity they had. In other words, students are not expected to be like the little bottles ready to

be filled with a variety of science in accordance with the will of the teacher. Meanwhile, Dahlan [10] also

noted when the learning takes place, knowledge is not accepted passively. Knowledge gained through

active activity in solving relationships, patterns, and make generalizations that are integrated in the new

knowledge that obtained by the students, and learning is a social activity that occurs from the interaction

of students with teachers and students with their peers. Such learning can be applied with inductive-

deductive approach.

Inductive-deductive approach refers to activities undertaken by teachers so that teaching materials can

be adapted by the students. Inductive-deductive approach according Mulyana [11] is the process of

presenting a concept mathematical principle started by giving examples, followed by finding / construct

the concept, constructing a conjecture, and ends with the givingexercise correspond to the stages of the

concepts and principles that have been given. Through learning by using this approach students are trained

to make generalizations.

To reachof making generalization stages, it needs capability to understand the relationship/linkages for

given examples, problem solving plan, calculation process, and the process to re-examine the truth of the

results obtained. These elements are an indicator of the ability of mathematical problemsolving. Based on

the above, allegedly learning by using inductive-deductive approach could be improve students'

mathematical problem solving ability.

2. Problem

Based on the introduction of the problems that have been described previously, the issues examined in this

research are: (1) is the increase in mathematical problem solving ability of students to get math learning

with inductive-deductive approaches are better than students who received conventional approaches? and

(2) how is the students' affective using inductive-deductive approaches for mathematics learning?

3. Research Method

This research is a quasi-experimental research involving a group that has been formed to serve as the

object of research with research design called non-equivalent control group design [12]. The population in

this research were all students of third grade Junior High School in Subang Academic Year 2012/2013.

Two of nine existing class was selected as research sample, that is the experimental group (the group that

gets learning by using inductive-deductive approaches) and a control group (group with conventional

learning). The formation of two classes aimed to determine the effect of learning mathematical problem

solving ability. The instrument used is the ability tests, student questionnaire, and observation sheet.

MSCEIS I OP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012089 doi:10.1088/1742-6596/812 /1/012089

4. Results And Discussion

Results and Discussion in this study are based on factors that were observed and found in the research

include:

4.1 Description of Mathematical Problem Solving Ability Based on Learning (PSA)

Here are the results of descriptive statistics score students' mathematical problem solving ability.

Table 1 Descriptive statistic ofPSA score

Test Experiment Group Control Group

N

ܵ

N

ܵ %

Pre-test 35 10,11 5,465 25,28 35 7,69 4,234 19,23

Post-test 35 14,66 4,065 36,65 35 11,17 5,366 27,93

Ideal Maximum Score: 40

Based on Table 1 shows that the average score of the pre-test of mathematical problem solving ability

to the experimental class is 10.11, while for the control group was 7.69 with early abilities difference in

the second grade reached 6.05%. However, based on nonparametric statistical test Mann-U Whitne

obtained Sig. (2-tailed) is 0.055> Į = 0,05 so that H0 is accepted. This means there is no difference in the

average scores pre-test mathematical problem solving ability in the experimental class and control class.

While the average post-test score for an experimental class was 14.66 and the average for the control

group was 11.17. Differences in the average scores in both classes is 3.52% with the highest average is in

the experimental class. To prove that the mathematical problem solving ability score in experiment class is

better than the control class there is a test of difference in the average score of N-gain using independent

sample t-test, because the normal distribution of data and derived from a homogeneous variance. Here's a

summary of the results obtained.

Table 2 Difference of Average Post test

t-test for Equality of Means

T df Sig. (2-tailed)

3,152 68 0,003

Based on statistical tests above it can be concluded that there is the different mathematical problem

solving ability between the students who got a math learning with inductive - deductive approach and

conventional learning.

4.2 Enhance Mathematical Problem Solving Based Learning (PSA)

Table 3 below presents the average of mathematical problem solving abilities by learning N-gain.

Table 3 N-Gain Average and Clasification PSA

Class N-gain Average Clasification

Experiment 0,138 Low

Control 0,107 Low

From Table 3, although the classification of the enhancement in both classes is low, but the

enhancement in mathematical problem solving ability of students in the experimental class is greater when

compared with the increasing capability in the control class . To determine the significance then tested the

nonparametric Mann - Whitney U because the results of the analysis show that the data are not normally

distributed . Here's a summary of the results obtained.

MSCEIS I OP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012089 doi:10.1088/1742-6596/812 /1/012089

Table 4 Difference of N-Gain Average Test

Statistic Score Explanation Conclusion

Mann-Whitney U 521,000 Ho

Accepted Hipotesys rejected

Z -1,081

Asymp. Sig. (2-tailed) 0,280

Asymp. Sig. (1-tailed) 0,140

Thus, there are no significant differences between the average N-gain mathematical problem solving

ability of students who got the inductive-deductive learning with students getting conventional learning.

From the results, it can be concluded that there are no significant differences in mathematical problem

solving enhancement abilities between students who study with inductive-deductive approach and

conventional.

The discrepancy between the hypotheses are made with the results obtained made possible because of

the inductive-deductive approach is less suitable for use in the classroom are the reasons:

First, students still unfamiliar implementing learning by using inductive-deductive approach.

Workmanship in groups and provision of teaching materials about probability using tools to each student

(in this case the coins, dice and cards bridge) was not enough to help the students to understand the

material. Most of the students are still asking how to get a conclusion/ generalization of the examples

above. Whereas Hudojo (Dahiana, 2010) states that, think math is a mental activity, which is in the

process using generalizations. This indicates that the students thinking activity mathematically with

inductive-deductive approach to the selected sample was not going according to what is expected. The

students problems being unfamiliar with the way of learning using constructivist-based approach is

confirmed by Dharmadasa (Muijis, D. and Reynolds, D., 2008), which suggests that a number of studies

shows that many students thinks constructivist methods is quite difficult to be implemented. The same

thing also expressed by Au and Carroll (Muijis, D. and Reynolds, D., 2008) stating that the teacher sees

constructivist methods are burdensome and alarming effect on classroom discipline. They are not sure

about the provision of appropriate materials, promoting experimentation, and started constructing the

child's knowledge.

Second, there is lack of researcher that studies the class while the class is relatively large resulted not

all students can be handled optimally. As a result, the students who have not been handled by researchers,

conclusions/ formulas that have been made in the teaching materials is not based on an understanding of

the premises above, it is obtained from the copying conclusion at the end of learning.

Third, the classic problem, is the limited time. Although researchers have designed a time as possible

so that learning takes place in line with expectations, but the reality is different. Researchers do not have

enough time to discuss the problems of mathematical problem solving for probabilities material, so there

are still many students who are not accustomed to do problem solving mathematical problems contained in

the post-test. This problem is recognized by Dharmadasa (Muijis, D. and Reynolds, D., 2008) based on the

results of an informal interview to the implementation of programs designed to introducing constructivist

methods shows that teachers consider a constructivist approach as a challenge and a concept hard to

capture in a short time. These constraints may cause some differenciesof hipotesys and the result obtained.

5. Conclusions andRecommendation

Based on the results of research and discussion, it could be produced some conclusions as follows: (1)

there is no significant difference between comprehension ability of mathematical problems solving in both

of experimental group and control group; and (2) most of students have positive affective on learning

mathematics by using an inductive-deductive approaches, even though in reality students have problems

during and after the learning takes place.

MSCEIS I OP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012089 doi:10.1088/1742-6596/812 /1/012089

The conclusion has been stated above, implies that: (1) learning mathematics by using inductive-

deductive approaches could not improve mathematical problem solving skills significantly compared to

conventional learning, and (2) learning mathematics by using inductive-deductive train students to

socialize, communicate, and be unyielding before the goals are reached.

The recommendation after the course of this study are as follows: (1) Learning mathematics by using

inductive-deductive can be applied in schools with high clusters and (2) teaching mathematics using

inductive-deductive could be tested in a shorter period of time.

6. References

[1] MuijisD and Reynolds D2008Effective Teaching (TeoridanAplikasi) (Yogyakarta: PustakaPelajar)

[2] Kurniawan 2010 (Tidak ada di Referensi)

[3] RegulationNomor 22Tahun 2006tentangStandar Isi (Jakarta: Depdikbud)

[4] Anriani N2011PembelajarandenganPendekatan Resource Based Learning

untukMeningkatkanKemampuanPenalarandanPemecahanMasalahSiswa SMP Kelas

VIII(Bandung: Thesis PPS UPI)

[5] Ahmad2005KemampuanPemahamandanPemecahanMasalahMatematikaSiswa SLTP dengan

Model PembelajaranBerbasihMasalah (Bandung: Thesis PPS UPI)

[6] Suherman., et al 2003StrategiPembelajaranMatematikaKontemporer (Bandung: FPMIPA)

[7] Makmun AS2007PsikologiKependidikan (PerangkatSistemPengajaranModul) (Bandung: Rosda)

[8] National Education Standards (2009) (Tidak ada referensi)

[9] Hamzah2001PembelajaranMatematikamenurutTeoriBelajarKonstruktivisme

[Online:http://depdiknas.go.id/jurnal/40/pembelajaran]

[10] Dahlan J

A2004MeningkatkanKemampuanPenalarandanPemahamanMatematikSiswaSekolahLanjutan

Tingkat PertamamelaluiPendekatan Open Ended (Bandung: Dissertation PPS UPI)

[11] Mulyana T2005UpayaMeningkatkanKemampuanBerpikirKreatifMatematikaSiswa SMA Jurusan

IPA MelaluiPembelajarandenganPendekatanInduktif-Deduktif(Bandung: Thesis PPS UPI)

[12] RuseffendiET2005 Dasar-dasarPenelitianPendidikandanBidang Non EksaktaLainnya ( Bandung:

Tarsito)

[13] Hafriani2004MengembangkanKemampuanPemecahanMasalahMatematikamelalui Problem

Centered Learning (Bandung: Thesis PPS UPI) (Tidak ada di badan teks)

MSCEIS I OP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012089 doi:10.1088/1742-6596/812 /1/012089

... Another approach that teaches the students to learn how to learn rather than what to learn is induction. This is an effective approach for helping students to understand concepts and generalizations and for developing their higher-orderthinking skills (Rahmah, 2017). The inductive approach is a much more studentcentred approach that makes use of a strategy known as 'noticing.' ...

... To check if the arrived conclusion is correct and acceptable, the students are to test and verify the principle and concept using the examples given. Through this method, the students attain the knowledge and logical explanations (Rahmah, 2017). ...

  • Jose M. Cardino
  • Ruth A. Ortega-Dela Cruz Ruth A. Ortega-Dela Cruz

This study was conducted to analyse the influence of learning styles and teaching strategies on academic performance in mathematics. Surveys were conducted to 277 randomly selected grade 9 students and five purposively sample mathematics teachers. Findings reveal that most of the student-respondents have a combination of dependent, collaborative and independent learning styles. Multiple regression analysis indicates that among the learning styles, only the independent style has a significant influence on the academic performance of grade 9 students. Four teaching strategies including cooperative learning, deductive approach, inductive approach, and integrative approach, were found to have a significant influence on academic performance. By understanding the learning styles of students, teachers will be guided in designing different strategies to help students enhance learning for their improved performance in mathematics.

... The lack of mathematical problem consciousness in senior high school is partly due to the long-term impact of examination-oriented education. A slight incompetence teacher in teaching lead to an enormous impact on the students' lack on mathematical ability [9]. Therefore, teachers must change the educational ideas and update the educational concepts to change this situation. ...

... According to Suherman [10] mathematics is a formation of affectives mathematics towards to the formation of cognitive area, although sometimes the opposite occurs [9]. So, teachers should fully respect students' principal status in the mathematics classroom teaching, create a harmonious, democratic and relaxing classroom atmosphere in order to eliminate students' tension and anxiety in class and cultivate students' mathematics problem consciousness. ...

... Pada tingkat SMA/MA pada pembelajaran abad ke-21 adalah era globalisasi, era dihasilkan produk teknologi dengan kuantitas yang berlimpah dan kualitas yang semakin canggih terutama dalam dunia pendidikan, Pada pembelajaran fisika dipandang penting untuk diajarkan sebagai mata pelajaran tersendiri dengan beberapa pertimbangan, pertama, selain memberikan bekal ilmu kepada peserta didik, mata pelajaran fisika dimaksudkan sebagai wahana untuk menumbuhkan kemampuan berpikir yang berguna untuk memecahkan masalah didalam kehidupan sehari-hari. Kedua, mata pelajaran fisika perlu diajarkan untuk tujuan yang lebih khusus yaitu membekali peserta didik pengetahuan, pemahaman dan sejumlah kemampuan yang dipersyaratkan untuk memasuki jenjang pendidikan yang lebih tinggi serta mengembangkan ilmu dan teknologi yang sangat diperlukan di dunia pendidikan (Mariam, 2017: 3). ...

  • Nurmutmainna Ramadoan
  • Dwi Suisworo
  • Ishafit Jauhari

p class="AbstractEnglish"> Abstract: Deductive hypothetical thinking strategy is learning that contains an explanation of the principles of the content of the lesson explained in the form of the application of things that are general in matters that are specific. In deductive hypothetical thinking, students are required to be more critical in accepting and understanding what they have learned and experienced themselves in the 21st century. In the 21st century learning, using PhET simulations learning media to understand physics learning is better and more interesting. This study aims to determine the differences in deductive hypothetical thinking strategies with PhET simulations on critical thinking skills compared to conventional learning in Work and Energy subject. This research method is using quasi-experiment, randomized control group pre-test and post-test that is a researcher who has a randomized design with initial tests before learning and final test after learning. The subjects of this study were 10th grade level of SMAN 1 Soromandi, where the 10th grade level of MIPA1 was the experiment group with the number of students as much as 26 and 10th grade level of MIPA2 as the control group with the number of students as much as 23. The results of this study concluded that there were differences between experimental groups and control groups, deductive hypothetical thinking is more effective than conventional learning on business and energy material at SMAN 1 Soromandi. Abstrak: Strategi berpikir hipotetikal deduktif adalah suatu pembelajaran yang berisi penjelasan tentang prinsip-prinsip isi pelajaran yang dijelaskan dalam bentuk penerapan hal-hal yang bersifat umum pada hal-hal yang bersifat khusus. Pada berpikir hipotetikal dedukif peserta didik dituntut lebih kritis dalam menerima dan memahami apa yang mereka pelajari dan alami sendiri dalam pembelajaran di abad ke-21 pada kurikulum K13. Dalam pembelajaran abad ke-21 untuk lebih memahami pembelajaran fisika lebih menarik mengunakan media pembelajaran PhET simulations. Penelitian ini bertujuan untuk mengetahui perbedaan strategi berpikir hipotetikal deduktif dengan PhET Simulations terhadap keterampilan berpikir kritis dibandingkan dengan pembelajaran konvensional pada pembelajaran fisika materi Usaha dan Energi. Metode penelitian ini adalah menggunakan quasi esperiment , randomized control group pre-test dan post-test yaitu suatu penelitian yang memiliki rancangan secara acak dengan tes awal sebelum pembelajaran dan tes akhir sesudah pembelajaran. Subyek penelitian ini adalah kelas X SMAN I Soromandi, dimana kelas X<sub>1</sub> Mipa sebagai kelas eksperimen dengan jumlah peserta didik sebanyak 26 dan kelas X<sub>2</sub> Mipa sebagai kelas kontrol dengan jumlah peserta didik sebanyak 23. Hasil penelitian ini menyimpulkan ada perbedaan antara kelompok eksperimen dan kelompok kontrol, dan menggunakan berpikir hipotetikal deduktif lebih efektif dari pada pembelajaran konvensional pada materi usaha dan energi di SMAN I Soromandi.</p

Bandung: PPS UPI) Pembelajaran dengan Pendekatan Resource Based Learning untuk Meningkatkan Kemampuan Penalaran dan Pemecahan

  • N Anriani

PPS UPI) Kemampuan Pemahaman dan Pemecahan

  • Ahmad

PPS UPI) Meningkatkan Kemampuan Penalaran dan Pemahaman Matematik Siswa Sekolah Lanjutan Tingkat Pertama melalui Pendekatan Open Ended Dissertation

  • J A Dahlan