Analysis of Representative Ability and Mathematical Disposition by Using a Guided Inquiry Learning Model in Review of Gender Students in MTsN 2 Medan

Minarni, Ani (2019) Analysis of Representative Ability and Mathematical Disposition by Using a Guided Inquiry Learning Model in Review of Gender Students in MTsN 2 Medan. IOSR Journal of Research & Method in Education (IOSR-JRME), 9 (6). pp. 60-68. ISSN 2320–1959.p-; ISSN: 2320–1940

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Official URL: https://www.iosrjournals.org/iosr-jrme/papers/Vol-...

Abstract

This study aims to analyze: (1) students' mathematical representative ability through the application of guided inquiry learning model in terms of gender representative abilities. Whereas in terms of female gender in the aspect of representative in MTsN 2 Medan, (2) students' mathematical disposition through the application of guided inquiry learning model in terms of gender in MTsN 2 Medan, and (3) the difficulty of representative experienced by students in solving problems of representative ability through the application of model guided inquiry learning in terms of the gender of students in MTsN 2 Medan. This type of research used in this research is qualitative research. The subjects in this study were students of class VIII MTsN 2 Medan. While the object in this study is the ability of representative, mathematical disposition and difficulties experienced by students in solving problems of representative ability through the application of guided inquiry learning model in terms of gender. The results showed: (1) students with high representative ability in terms of male and female genders were able to present pictures to solve problems, had written members of a set and were able to explain their reasons using words or written text. Students with the ability to represent are being viewed from the gender of men who have not been able to aspects of words or written texts. Whereas in terms of gender female are not yet capable of aspects of visual representative and the words or written texts. Students with low representative ability in terms of male gender have not been able to in all three aspects of the visual present images but are still wrong. Then, aspects of mathematical expressions or expressions and written words or text have not been able to make mathematical model and written words or text. (2) the level of mathematical disposition in terms of male gender is obtained that as many as 5 students from 34 students obtained high categories (14.70%), moderate categories as many as 10 students from 34 students (29.41%) and in the low category as much as 0 students from 34 students (0%). While the level of mathematical disposition in terms of female gender is obtained that as many as 5 students from 34 students received high categories (14.70%), moderate categories were 13 students from 34 students (38.23%) and in the low category were 1 students from 34 students (2.9%). (3) the difficulties experienced by students in solving problems of representative ability using guided inquiry learning model in terms of the gender of men experiencing difficulties in terms of principles, verbal aspects and procedural terms. While the gender of female experiences difficulties in terms of concepts, aspects of principles, aspects of verbal and procedural terms.

Item Type: Article
Contributors:
ContributionNameNIDN/NIDK
ReviewerSaragih, Sahatnidn0005026103
ReviewerSyahputra, Edinidn0021015706
Keywords: Representative Ability; Mathematical Disposition; Guided Inquiry Learning Model
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2300 Higher Education > LB2331.7 Teaching personnel
L Education > LB Theory and practice of education > LB2300 Higher Education > LB2361 Curriculum
Q Science > QA Mathematics
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam
Depositing User: Mrs Catur Dedek Khadijah
Date Deposited: 05 Oct 2021 06:16
URI: http://digilib.unimed.ac.id/id/eprint/43340

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