Effectiveness of Progressive Learning Approach toward Enhancement of Students’ Competency on Mathematics Journal Writing and Mathematical Proof

Abstract

This is quasi-experimental research of two different groups of 41 and 46 mathematics students. This research was conducted at Haluoleo University of Kendari South-East Sulawesi Indonesia. Progressive learning approach was applied to group of 41 students as an experimental group and conventional learning approach was applied to the other group of 46 students as conventional group. The students were also categorized by their grade point average (GPA) into higher, medium, and lower levels. Mathematical journal writing and mathematics proof competencies were measured by pre-test and post-test on both areas. Scores of these tests were analised with Anacova test, two-way Anova, t-test, and Mann-Whitney U test. In this reaseach students were expected to have mathematics journal writing and mathematical proof competencies. The results of the research are (1) students’ mathematics journal writing competency and students’ increment at mathematics journal writing competency of progressive learning approach is better than that of conventional one; (2) students’ mathematical proof competency and students’ increment at mathematical proof competency of progressive learning approach is better than that of conventional one, but students’ increment of mathematical proof competency at lower level of GPA is not significantly different.

Keywords: progressive learning approach, mathematics journal writing competency, mathematical proof competency