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

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.