Student-Teacher Level of Statistical Reasoning Ability Reviewed by Apos Theory (Action, Process, Object, Schema)

Abstract

In learning statistics, there is the term statistical reasoning. Statistical reasoning arises because of the opinion that learning statistics using a traditional approach does not lead students to have statistical reasoning abilities or to think statistically. There are four statistical reasoning levels: idiosyncratic, transitional, quantitative, and analytical. Student-teachers must understand fundamental statistical concepts more deeply to develop statistical reasoning abilities. The mental construction of a statistical concept can be analyzed using APOS (Action, Process, Object, Schema) theory. Through the APOS theory, researchers can determine individual understanding of statistical concepts that cause individuals to reason or draw reasonable conclusions based on the statistical information obtained. This study aims to analyze the interrelationships and make conjectures regarding the level of statistical reasoning ability based on the APOS theory. The research subjects are. 19 informants. The research results obtained four conjectures, namely. Students at the idiosyncratic level are in the action stage; students at the transitional stage are in the action, process, or object stage; students at the quantitative stage are in the process or object stage; lastly, students at the analytical are in the schema stage.