A Local Instructional Theory to Learn the Concept of Test Criteria in Hypothesis Testing Based on Realistic Mathematics Education

Abstract

Determining the test criteria in hypothesis testing is a stage to determine whether the null hypothesis is accepted or rejected. In order for students to understand the concept of test criteria properly, it is necessary to design a learning trajectory that can facilitate students to reinvent the concept of test criteria in hypothesis testing. The purpose of this study was to produce a local instructional theory (LIT) for the topic of test criteria in hypothesis testing based on the Realistic Mathematics Education (RME) approach that is valid, practice, and effective. The research method used is a design of research with the Gravemeijer & Cobb models. This model is a cyclic process of preparing for the experiment, conducting the experiment, and retrospective analysis. Research data were collected through observation, interviews, checklists, analysis of student work results, and test. The result of this study was a learning trajectory for the topic of test criteria in hypothesis testing, which is valid because it meets the criteria for the state of the art RME, content, and construction. Practice, because the learning trajectory was useable, easy to use, and has the best appeal. The result of the learning trajectory was also effective in improving students' statistical reasoning abilities.