Analyzing students’ mathematical reasoning from the perspective of learning interest

Abstract

[English]: In mathematics teaching and learning, most of the students are not yet able to understand and connect given problems or tasks with mathematics concepts or ideas required to solve the problem. This might relate to their reasoning ability and this ability is likely to be affected by their learning interest. The objective of this study is to describe students' mathematical reasoning based on different learning interests, involving six secondary students with high, medium, and low levels of learning interests, which were identified through a learning interest questionnaire. Data was collected through a reasoning test and interviews and then was qualitatively analyzed by referring to problem-solving stages integrated with aspects of mathematical reasoning. Data analysis was referred to as problem-solving stages integrated with the indicators of reasoning. It shows the different achievements of mathematical reasoning indicators by students who have distinct levels of learning interest; the higher the learning interest students have, the more indicators of reasoning they have. This indicates that students’ learning interest relates to their mathematical reasoning ability.   [Bahasa]: Dalam pembelajaran matematika, banyak ditemukan siswa kurang mampu memahami dan mengaitkan informasi dari soal dengan konsep matematika yang dibutuhkan untuk menyelesaikan soal yang diberikan. Hal ini mungkin berkaitan dengan kemampuan penalaran matematis dan penalaran matematika bisa saja dipengaruhi oleh minat belajar siswa. Penelitian ini berujuan mendeskripsikan kemampuan penalaran matematis siswa berdasarkan perbedaan minat belajar siswa. Untuk mencapai tujuan tersebut, studi kasus digunakan. Penelitian ini melibatkan enam siswa dengan minat belajar tinggi, sedang, dan rendah yang diketahui melalui angket minat belajar. Data dikumpulkan melalui tes dan wawancara kemudian dianalisis secara kualitatif dengan merujuk pada langkah pemecahan masalah yang diintegrasikan dengan indikator penalaran. Hasil penelitian menunjukkan perbedaan pencapaian indikator penalaran matematis oleh siswa dengan tingkat minat belajar berbeda; semakin tinggi minat belajar siswa, lebih banyak indikator penalaran matematis yang dipenuhi. Hal ini menunjukkan minat belajar dan kemampuan penalaran matematis berkaitan.