The analysis of the implementation inquiry based learning to improve student mathematical proving skills in solving dominating metric dimention number

Abstract

Abstrak. Inquiry based learning has been promoted as a student-centered approach that can strengthen the relationship between teaching and research. Inquiry can be defined as seeking for truth, information or knowledge/understanding and is used in all facets and phases of life. In this study, researches tried to apply inquiry-based learning with mathematical proving skills. The classes used are the control class and the experimental class. This study uses a mixed method namely quantitative and qualitative methods. This study aims to develop inquiry-based learning tools and produce learning products in the form of student worksheets (LKM), learning outcomes tests (THB), and monographs find out significant differences between control class and experimental class. This research uses 4D development methods (define, design, development, and disseminate). To find out the effect of inquiry based learning. Rshiny program is used. The overall result of product validation is 50 % with a valid category. The effectiveness of learning outcomes is 0.304 with the medium category. The practicality of the teacher's response results was 75.55 with a very practical category, and the student response result was 83.46 with a very practical category. With the testing criteria accept H0 if the significance value or probability value > 0.05 then H0 is accepted and H1 if the significance value or probability value < 0.05 then H0 is rejected. The results showed that there was an impact of the development of inquiry-based learning tools on mathematical proving skills of students to prove the problem of dominating metric dimention numbers.