Differences in the Improvement of Students' Mathematical Reasoning Ability and Self-Confidence Between Metacognitive Approaches and Realistic Mathematical Approaches in MTS Negeri Balige

Abstract

This study aims to determine the differences in the improvement of students 'mathematical reasoning abilities and self-confidence taught by a metacognitive approach that is better than a realistic mathematics approach, as well as to analyze differences in the improvement of students' mathematical reasoning and self-confidence in terms of indicators. Data were obtained through tests of mathematical reasoning abilities consisting of students 'pre-test and post-test as well as a questionnaire to see students' self-confidence. Data were analyzed by independent test T-Test N-Gain Score. Based on the results of the independent T-Test N-Gain test scores of students' mathematical reasoning abilities obtained a significance value = 0.008 because of the sig level. smaller than 0.05, so it is concluded that there is a difference in the increase in students' mathematical reasoning abilities with a metacognitive approach higher than the realistic mathematics approach. Furthermore, for self-confidence, the significance value = 0.000 because of the sig level. smaller than 0.05, it is concluded that there is a difference in the increase in students' self-confidence with a metacognitive approach higher than the realistic mathematics approach. Furthermore, for the research results, the difference in the increase in students' mathematical reasoning and self-confidence in terms of the indicators is that there is a significant difference in the increase in mathematical reasoning abilities in indicator 1 and indicator 2 which are taught with a metacognitive approach which is higher than students who are taught with a realistic mathematics approach and for indicators 3 and 4. there is no significant difference in the increase in mathematical reasoning abilities. For self-confidence, there is no significant difference in the increase in mathematical reasoning skills in indicator 1 and indicator 2 who are taught with a metacognitive approach and students who are taught with a realistic mathematics approach and there is a significant difference in the increase in self-confidence in indicator 3, indicator 4, and indicator 5 who are taught with the metacognitive approach is better than students who are taught with a realistic mathematics approach.

Keywords: Metacognitive Approach, Realistic Mathematical Approach, Mathematical Reasoning Ability, Self-Confidence

DOI: 10.7176/JEP/11-36-15

Publication date: December 31^st 2020