Increasing Indicators of Mathematics Competency in Integral Concept Through Debate Scientific Strategy.
Journal Title: International Journal of Innovation and Research in Educational Sciences - Year 2018, Vol 5, Issue 1
Abstract
This research aim is to analyze the differences of the enhancement of the mathematical competence between the students whose Integral Calculus learning with Scientific Debate strategy and conventional class. The study design was quasi-experiment that involved 200 students. Data of the mathematical competence enhancement is analyzed by using test of gain normalized and data of pretest and posttest are analyzed by Test-t and Mann-Whitney U. The research results show that average value of the mathematical competence enhancement is the middle category. The average value of the mathematical competence in the scientific debate class has either category or B. The average value of mathematical competence in the conventional class has sufficient category or C. In the scientific debate class proves that: (1) the conceptual understanding average value and productive disposition have either category or B; (2) The average value of strategic competence and adaptive reasoning have the sufficient category or C; (3) The procedure fluency has privileged category or A. In the conventional class indicates that the average value of concept understanding, strategic competence, adaptive reasoning, and productive disposition have category sufficient or C, and the mean value of procedure fluency has category good or B. Students who follow the Integral Calculus learning with scientific debate strategy are significantly better than conventional class. There is no difference in the competence of the mathematical understanding, strategic competence, and productive disposition between scientific debate class and conventional class. Students' competence in fluency procedures and adaptive reasoning in the scientific debate class is better than conventional class.
Authors and Affiliations
Yani Ramdania, et al.
Keywords
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