PENGARUH STRATEGI MEANS-ENDS ANALYSIS DALAM MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA

Abstract

This research aims to determine the differences of mathematical reasioning attainment and enhancement between students who get srategy Means-Ends Analysis with students who get expository learning. Type of this research is a quasi-experimental. Samples were 77 students of class VII derived from two classes at one of the junior high schools in the regency of Lembang. The first class get srategy Means-Ends Analysis Learning (MEAL) and the second get Expository Learning (EL). Based on the result of prior mathematical knowledge test, there were three categories, namely: higher, mediocre, and lower. All class are given a pre-test and post-test of mathematical reasioning. The results showed that (1) there is differences in mathematical reasioning enhancement who received PMEA and received PE in terms of the whole students; (2) there is no significant interaction effect between instructional factors (MEAL and EL) and prior mathematical knowledge (higher, mediocre, lower) toward the students' enhancement of mathematical reasoning ability.