Cahya Amalia Chusna, 0401518010 (2020) KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI MATHEMATICAL RESILIENCE PADA PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DENGAN GRAPHIC ORGANIZER BERPENDEKATAN REALISTIC MATHEMATICS EDUCATION. Masters thesis, UNNES.

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Abstract

The mathematical reasoning ability of students at MTs Ma'arif 1 Blora is still low as indicated by the results of the preliminary study as many as 68% of students cannot answer questions of the type of reasoning because they do not have strong mathematical resilience in learning mathematics. Learning TAI with a graphic organizer with the RME approach supports the achievement of mathematical reasoning and mathematical resilience of students in solving mathematical problems. This study aims to (1) analyze the quality of TAI learning with a graphic organizer with the RME approach on students' mathematical reasoning abilities; and (2) analyzing students 'mathematical reasoning abilities based on students' mathematical resilience. This research method is a mix method with a sequential explanatory model. The population of this study were students of class VII MTs Ma'arif 1 Blora in the academic year 2020/2021. The research subjects were selected by two students representing high, medium and low mathematical resilience in the experimental class. Collecting data using tests, documentation, questionnaires, observations, questionnaires, and interviews. The quantitative data were tested by means of the average test, the proportion test, the average difference test and the different proportions test, while the qualitative data were tested with data validity, data reduction, data presentation and draw a conclusion. The results showed that (1) learning TAI with a graphic organizer with a quality RME approach towards mathematical reasoning abilities. At the preparation stage, the device validated in the good category is good. At the implementation stage, the level of learning implementation was generally in the very good category and the number of students who gave positive responses was more than 75%. At the assessment stage, learning is declared effective against mathematical reasoning abilities. (2) Students with high mathematical resilience master all indicators of mathematical reasoning. Students with moderate mathematical resilience are less able to make and test mathematical guesses. Students with low mathematical resilience have difficulty making and testing mathematical guesses, performing mathematical manipulations and drawing conclusions from a statement or fact logically. This difficulty is due to errors in counting, inaccurate use of concepts, lack of understanding of prerequisite materials, and feelings of nervousness while working

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