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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
PROSIDING International Conference On Lesson Study University of Muhammadiyah Malang
Penerbit Universitas Muhammadiyah Malang
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
PROSIDING International Conference on Lesson Study University of Muhammadiyah Malang Hak Cipta © Tim ICLS Universitas Muhammadiyah Malang, 2017 Hak Terbit pada UMM Press Penerbit Universitas Muhammadiyah Malang Jl. Raya Tlogomas No. 246 Malang 65144 Telepon: 0877 0166 6388, (0341) 464318 Psw. 140 Fax. (0341) 460435 E-mail:
[email protected] http://ummpress.umm.ac.id Anggota APPTI (Asosiasi Penerbit Perguruan Tinggi Indonesia) Cetakan Pertama, Juni 2017 ISBN : 978-979-796-264-7 xiv; 347 hlm.; 21 x 29,7 cm Desain Cover & Layout : Septian R. Editor : Nur Widodo Hak cipta dilindungi undang-undang. Dilarang memperbanyak karya tulis ini dalam bentuk dan dengan cara apapun, termasuk fotokopi, tanpa izin tertulis dari penerbit. Pengutipan harap menyebutkan sumbernya.
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
Sanksi Pelanggaran Pasal 113 Undang-Undang Nomor 28 Tahun 2014 tentang Hak Cipta (1) Setiap Orang yang dengan tanpa hak melakukan pelanggaran hak ekonomi sebagaimana dimaksud dalam Pasal 9 ayat (1) huruf i untuk Penggunaan Secara Komersial dipidana dengan pidana penjara paling lama 1 (satu) tahun dan/atau pidana denda paling banyak Rp 100.000.000 (seratus juta rupiah). (2) Setiap Orang yang dengan tanpa hak dan/atau tanpa izin Pencipta atau pemegang Hak Cipta melakukan pelanggaran hak ekonomi Pencipta sebagaimana dimaksud dalam Pasal 9 ayat (1) huruf c, huruf d, huruf f, dan/atau huruf h untuk Penggunaan Secara Komersial dipidana dengan pidana penjara paling lama 3 (tiga) tahun dan/atau pidana denda paling banyak Rp500.000.000,00 (lima ratus juta rupiah). (3) Setiap Orang yang dengan tanpa hak dan/atau tanpa izin Pencipta atau pemegang Hak Cipta melakukan pelanggaran hak ekonomi Pencipta sebagaimana dimaksud dalam Pasal 9 ayat (1) huruf a, huruf b, huruf e, dan/atau huruf g untuk Penggunaan Secara Komersial dipidana dengan pidana penjara paling lama 4 (empat) tahun dan/atau pidana denda paling banyak Rp 1.000.000.000,00 (satu miliar rupiah). (4) Setiap Orang yang memenuhi unsur sebagaimana dimaksud pada ayat (3) yang dilakukan dalam bentuk pembajakan, dipidana dengan pidana penjara paling lama 10 (sepuluh) tahun dan/atau pidana denda paling banyak Rp 4.000.000.000,00 (empat miliar rupiah).
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
KATA PENGANTAR
Alhamdulillah akhirnya Prosiding ICLS ke 7 dapat terwujud. Ucapan terimakasih yang sebesarbesarnya kami sampaikan kepada semua pihak yang telah berkonstribusi dalam mewujudkan prosiding ini. Semoga prosiding ini mampu memberikan gambaran perkembangan mutakhir implementasi Lesson Study di Indonesia. Prosiding ini memuat sebagian besar full paper peserta dan telah dipresentasikan pada ICLS di Universitas Muhammadiyah Malang. Ruang lingkup makalah yang terhimpun cukup luas, meliputi aspek kebijakan Lesson Study, praktek Lesson Study, evaluasi pelaksanaan Lesson Study hingga perkembangan implementasi Lesson Study di berbagai sekolah. Perkembangan Lesson Study di berbagai Negara mengarah pada madzhab Lesoon Study for Learning Community. Kehadiran prof. Manabu Sato, tokoh penting Lesson Study for Learning Community pada ICLS di UMM ini membawa angin segar untuk perkembangan Lesson Study ke depan khususnya bagi para pegiat Lesson Study di Indonesia. Tiada gading yang tak retak, demikian kata pepatah. Oleh karenanya, setiap kekurangan yang terjadi dalam pelaksanaan ICLS dan perwujudan prosiding ini, kami mohon maaf yang setulusnya. Teriring harapan para kontribusi dan peserta ICLS ke 7 di Universitas Muhammadiyah Malang.
Terimakasih
Ketua Panitia Nurwidodo
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
KATA SAMBUTAN Dekan FKIP Universitas Muhammadiyah Malang Alhamdulillah Panitia ICLS ke 7 Universitas Muhammadiyah Malang telah berhasil menyelenggarakan agenda tahunan ASLI dan sekaligus seminar Internasional di FKIP UMM. ICLS ke 7 di UMM ini istimewa karena dilengkapi dengan Colloquium Pendidikan yang merupakan agenda "ngunduh karya ilmiah doctor baru" yang suda hmenjadi tradisi di FKIP UMM. Suatu kebahagian bagi kami karena kinerja Panitia ICLS UMM tersebut telah disempurnakan dengan penerbitan Prosiding ICLS yang memuat karya ilmiah dari para peserta ICLS. Terimakasih yang sebesar-besarnya saya sampaikan kepada seluruh panitia, peserta dan para pendukung yang telah menyelenggarakan ICLS UMM ini dengan sukses. Semoga good practices yang terbentuk dari penyelenggaraan ICLS dan kolokium pendidikan ini bermanfaat bagi banyak pihak dan dapat ditularkan untuk kepentingan peningkatan kualitas pembelajaran dan pendidikan, khususnya di Indonesia.
Dekan FKIP
Dr. Poncojari Wahyono, M.Kes.
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
DAFTAR ISI
PENULIS
JUDUL
Afakhrul Masub
IMPROVING SELF CONFIDENCE STUDENTS OF THE
Bakhtiar
UNIVERSITY MUHAMMADIYAH OF GRESIK PGSD AT
HAL 1-3
SUBJECTS TEACHING AND LEARNING THROUGH LESSON STUDY WITH COOPERATIVE LEARNING JIGSAW MODE Agus Hasan Bashari
IMPROVING LEARNING QUALITY THROUGH
4-10
IMPLEMENTING THE CONCEPT BY IBN ABDIL BARR Ardyanto Tanjung
IMPROVING THE QUALITY OF LEARNING THROUGH
11-15
LESSON STUDY (CASE STUDY IN GEOGRAPHY ENVIRONMENT SUBJECT) Avia Riza Dwi Kurnia,
REFLEKSI DAN EVALUASI KEMAMPUAN
Muslimin Ibrahim,
MAHASISWA CALON GURU BIOLOGI MEMAHAMI
Wahono Widodo
MATERI FISIKA SMP
Baiq Fatmawati
PROJECT BASED LEARNING TO TRAIN CREATIVITY
16-23
24-30
STUDENTS IN DESIGNING PRODUCTS ORGANIC AND INORGANIC WASTE THROUGH LESSON STUDY (BIOLOGY COURSE) Denik Pradiantiwi,
CHARACTER EDUCATION FOR PRISONERS SOFT
Rima Wulan Safitri,
SKILLS TO EMPOWER THROUGH ASINAN TRASI IN
Pinkan Amita Tri P.
THE CORRECTIONAL INSTUTION NGAWI
Dies Nurhayati, Ayu
POLA REFLEKSI YANG EFEKTIF DALAM LESSON
Maya Damayanti
STUDY
Dwi Setyawan
PENERAPAN MODEL PEMBELAJARAN INQUIRI BERBASIS LESSON STUDY UNTUK MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS DAN HASIL BELAJAR PADA MATAKULIAH PENGETAHUAN LINGKUNGAN PROGRAM STUDI PENDIDIKAN BIOLOGI UNIVERSITAS MUHAMMADIYAH MALANG. The Application of Inquiri Learning Model based on Lesson Study to Improve Student’s Critical Thinking Ability and Learning Result on Subjects Knowledge Environment Departmen Biology Education University of Muhammadiyah Malang
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31-35
36-43 44-50
Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
Eko Retno
LESSON STUDY FOR LEARNING COMMUNITY TO
Mulyaningrum
IMPROVE THE TEACHING QUALITY OF BIOLOGY
51-56
TEACHERS Erni Yulianti, Novida
THE IMPLEMENTATION OF PROBLEM BASED
Pratiwi, Ibrohim
LEARNING (PBL) MODELS COMBINED PROJECT
57-61
BASED LEARNING (PJBL) MODELS THROUGH LESSON STUDY TO DEVELOP ANALIZED LEARNING ISSUES SKILLS AND SCIENTIFIC APPROACH LESSON DESIGN
Etrie Jayanti, Asep S.,
SHARING AND JUMPING TASK BASED LESSON
Komalia, Kurnia
DESIGN OF CONSERVATION OF MASS CONCEPT
Fatimatul Khikmiyah,
STUDENTS’ CREATIVITY IN SOLVING GEOMETRY
Syaiful Huda
PROBLEMS
I Dewa Putu
MOTIVASI DAN MANFAAT PERILAKU BERBAGI
Eskasasnanda , Agus
PENGETAHUAN DALAM KEGIATAN KOMUNITAS
Purnomo
LESSON STUDY (KLS) FAKULTAS ILMU SOSIAL
62-66 67-73 74-80
UNIVERSITAS NEGERI MALANG Knowledge Sharing Motivation And Benefits In Faculty Of Social Sciences Lesson Study Community (KLS) Universitas Negeri Malang I Gusti Ngurah Japa,
IMPROVING TEACHERS’ ABILITY IN INTEGRATING
Komang Sujendra
CHARACTER EDUCATION INTO MATHEMATICS
Diputra
SUBJECT MATTER THROUGH LESSON STUDY IN
81-88
GROUP V SUKASADA SUB-DISTRICT Iin Nur N., Linda F. A.
IMPLEMENTASI PENDIDIKAN LINGKUNGAN HIDUP
Sanjaya, Rika A.
BAGI MASYARAKAT DALAM MENGOLAH LIMBAH
Dwilian, R. Bekti
PLASTIK MENJADI “BBM LITIK”
Kiswadianta,
Implementation Of Environmental Education For Society In
Wachidatul L. Y.
Processing Plastic Waste Into "BBM LITIK"
Irwandi, Robiah
PRACTICING LESSON STUDY ACTIVITY IN BIOLOGY
89-94
95-99
SUBJECT TO IMPROVE COMMUNICATION AND COLLABORATIVE OF STUDENTS IN SMPN 18 KOTA BENGKULU Ismail Marzuki
PENINGKATAN KEAKTIFAN PEMBICARAAN
100-107
MAHASISWA MELALUI PENERAPAN MODEL BELAJAR KOOPERATIF TIPE JIGSAW The Improvement Of Student’s Conversation Activeness Through Implementation Of Jigsaw Cooperative Learning Ketut Dharsana,
UPAYA PENINGKATAN AKTIVITAS DAN HASIL
Ni Ketut Suarni
BELAJAR DENGAN MODEL PEMBELAJARAN KOOPERATIF BERBANTUAN PENILAIAN PORTOFOLIO MELALUI LESSON STUDY BERMUATAN NILAI KEARIFAN LOKAL DAN ENTREPRENEURSHIP x
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
PADA MATA KULIAH PRAKTIKUM ASESMEN PSIKOLOGI TEKNIK TES DI MAHASISWA SEMESTER VI JURUSAN BK FIP UNDIKSHA Khoirul Anwar,
SINGLE AND GROUP PRESENTATION TOWARDS
SlametAsari
STUDENTS’ INVOLVEMENT
Leli N., Sumar H.,
SHARING TASK AND JUMPING TASK LESSON DESIGN
Komalia, Momo R.
IN LAW OF DEFINITE PROPORTIONS CONCEPT
Lina Listiana,
IMPLEMENTATION OF “LESSON STUDY” IN GROUP
Herawati Susilo
INVESTIGATION COMBINED THINK TALK WRITE
116-126 127-134 135-146
(GITTW) STRATEGY TO IMPROVE COGNITIVE LEARNING OUTCOME IN BIOLOGY CLASSROOM Liswara Neneng, Yula
IMPLEMENTASI LSLC (Lesson Study For Learning
Miranda, Karlae
Community) UNTUK MENINGKATKAN KOLABORASI
147-153
ANTAR SISWA DAN KU ALITAS PEMBELAJARAN BIOLOGI DI SMAN-1 PALANGKA RAYA Implementation of LSLC to Improve of Students Collaboration and the Quality of Biology Learning in SMAN-1 Palangka Raya I Made Tegeh
PRAKTIK PENGALAMAN LAPANGAN PESERTA PPG
154-157
DI UNIVERSITAS PENDIDIKAN GANESHA BERBASIS LESSON STUDY Mariatiningsih,
"SILYCOUN DENSUS" (SILAT BY THE SIMULATION
Ayu Novita Sari,
AND COUNSELING SOCIODRAMA) AS AN
Muhammad Ridho S.,
ALTERNATIVE PREVENT YOUNG FIGHTERS BRAWL
Diana A.Triningtyas
AMONG SMAN 1 JIWAN
Milasari Renaningtiyas
IMPROVING STUDENT LEARNING OUTCOMESIN
158-160
161-165
LEARNING AND SORT FRACTIONS FRACTIONS OF THE GAME CARD THROUGH Mitarlis, Utiya Azizah
LESSON STUDY OF CONSTRUCTIVIST APPROACH
166-174
MATTER THROUGH CONSTRUCTIVIST LEARNING TO CHEMISTRY EDUCATION STUDENTS OF CHEMISTRY DEPARTMENT UNIVERSITAS NEGERI SURABAYA Muhfahroyin
THE COLLABORATIVE LEARNING IMPLEMENTATION
175-179
IN LEARNING-FOREST PROTOTYPE THROUGH LESSON STUDY FOR BIOLOGY EDUCATION STUDENTS Mutiara Dwi C., Sumar
2SHARING AND JUMPING TASK LEARNING DESIGN
Hendayana, Komalia,
OF EMPIRICAL AND MOLECULAR FORMULA
Momo Rosbiono
CONCEPT
Nanang Septianto,
IMPLEMENTATION OF MEDIA “WAYANG PRESIDEN”
Bayu Ringgar Amista,
IN AN EFFORT TO ENHANCE THE KNOWLEDGE OF
Sutaryanto
STUDENTS ABOUT THE HISTORY OF INDONESIAN REVOLUTION IN SDN 2 GROGOL xi
180-185
186-191
Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
Nataria Wahyuning
Students' Critical Thinking Patterns in Teaching and
Subayani
Learning Subject Through Jigsaw Teaching Model
Neni Wahyuningtyas,
THE INCREASE IN BASIC SKILL OF INSTRUCTIONAL
Nurul Ratnawati
TECHNIQUE (PEKERTI - Pelatihan Keterampilan Dasar
192-198 199-204
Teknik Instruksional) BASED ON LESSON STUDY Novida Pratiwi, Metri
LEARNING INNOVATION: VIRTUAL CAMPAI GN FOR
Dian Insani, Safwatun
FACILITATING THE IMPROVEMENT OF STUDENTS’
Nida, Sugiyanto
COGNITIVE AND SCIENTIFIC PROCESS SKILL IN
Nur Fauziyah
TERM OF ADAM IMPROVEMENT OF STUDENTS’ ABILITY IN THEOREM
205-210
211-217
EVIDENCE BY JIGSAW IN COOPERATIVE LEARNING MODEL Nurjannah Zainuddin,
THE CONTRIBUTION OF HANDBOOK TO OVERCOME
Nurmala Saruman, Sri
THE STUDENTS’ DIFFICULTIES IN LEARNING
Damayanti
ENGLISH AT SMP COKROAMINOTO PALOPO
218-221
THROUGH LESSON STUDY Nurul Ratnawati, Neni
LESSON STUDY IN STRENGTHENING THE LEARNING
Wahyuningtyas
MODEL OF DOTA IN THE COURSE PRACTICE FIELD
222-228
STUDY (KPL) Ratna Yulis Tyaningsih
THE REFLECTIVE THINKING SKILLS OF PROSPECTIVE
229-236
MATHEMATICS TEACHERS IN LESSON STUDY PRACTICE ON THE EDUCATIONAL INTERNSHIPS SUBJECT Retno Dwi Suyanti,
PENERAPAN MODEL PROBLEM BASED LEARNING
Ainul A.Pohan
(PBL) BERBASIS LESSON STUDY TERHADAP HASIL
237-245
BELAJAR SISWA PADA POKOK BAHASAN HIDROLISIS GARAM Sarwanto
MENDESAIN PEMBELAJARAN KEMAGNETAN
246-249
MELALUI LEARNING COMMUNITY Sarwo Edy
THE IMPLEMENTATION OF LESSON STUDY IN
250-258
IMPROVING STUDENT’S INDEPENDENT LEARNING THROUGH REFERENCES MULTIPLICATION IN MATHEMATICS DEPARTMENT IN UNIVERSITY OF MUHAMMADIYAH GRESIK Selly F.e, Agus Jauhari,
THE IMPLEMENTATION OF METACOGNITION
Saeful K., Duden S.,
STRATEGY ON COOPERATIVE LEARNING AS
Hera N., Sarimanah,
ALTERNATIVE PRACTICES TO MAKE SCHOOL AS
Muliasari, Yani M.
LEARNING COMUNITY
Siti Nahdiah
INCREASE CRITICAL THINKING SKILLS AND PSYCHOMOTORIC THROUGH LESSON STUDY ACTIVITY ON STUDENT OF MA MU’ALLIMAT NW PANCOR xii
259-265
266-271
Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
Sri Suryanti
IMPROVE STUDENTS’ REASONING ABILITY IN
272-279
PROVING THEOREM THROUGH PROJECT BASED LEARNING (PJBL): LESSON STUDY IN REAL ANALYSIS COURSE Sri Wahyuni
THE INCREASING OF ACTIVITY LEARNING AND
280-283
LEARNING OUTCOMES IN SCIENCE SUBJECTS BY USING CIRC MODEL BASED LESSON STUDY Suci Siti Lathifah, Didit
ARGUMENTASI ILMIAH DAN KOMPETENSI
Ardianto, Nandang
PEDAGOGIK MAHASISWA PADA PERKULIAHAN
Hidayat
DASAR-DASAR PENDIDIKAN SAINS DENGAN
284-294
PENDEKATAN KONTEKSTUAL BERBASIS LESSON STUDY Suherman, Sri Mulyani
Ibm IMPLEMENTATIONOF INTEGRATER
S.
CHARACTER THAT LEARNING DISOBEY CHEMISTRY
295-306
AND BIOLOGY IS LESSON STUDY BASE BECAUSE OF CONCTRUKTIVE INTELLIGENCE STUDENT Sulistyorini
PENINGKATAN PROFESIONALISME GURU MELALUI
307-311
KEGIATAN LESSON STUDY BERBASIS SEKOLAH DI SMP NEGERI 2 BEJI PASURUAN Sri Utaminingsih, Ika
MENTORING MANAGEMENT OF LESSON STUDY TO
Ari Pratiwi, Siti
IMPROVE THE QUALITY OF LEARNING FOR THE
Masfuah
ELEMENTARY SCHOOL IN CURRICULUM 2013
Viyati Risma Jayatri,
DESIGN OF COLLABORATIVE LEARNING IN
Sumar Hendayana,
SHARING TASK AND JUMPING TASK ON THE TOPIC
Momo Rosbiono,
OF ELECTROLYTE AND NON-ELECTROLYTE
Komalia
SOLUTION
Widiyanto
CREATING A CREAT IVE ENTRPRENEURSHIP
312-318
319-328
329-330
TEACHER THROUGH LESSON STUDY Zeni Haryanto, Laili
MODEL MANAJEMEN TEKNOLOGI INFORMASI DAN
Komariyah
KOMUNIKASI PADA SMAN DI KALIMANTAN TIMUR
331-341
Model of ICT Management on Secondary School in East Kalimantan Triastono Imam
MAKING TEACHING MATERIALS FROM
Prasetyo, Sunarmi
CONTEXTUAL TEACHING RESOURCES IN THE COURSE PENGEMBANGAN BAHAN AJAR STUDY PROGRAM OF EDUCATIONAL BIOLOGY - FACULTY OF MATHEMATIC AND SCIENCES MALANG STATE UNIVERSITY
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016 Improve Students’ Reasoning Ability in proving theorem through project based learning (PjBL): Lesson Study in Real Analysis course Sri Suryanti University of Muhammadiyah Gresik Phone Number 085748615961; email:
[email protected] Abstract:
Keywords:
1.
This research aims to know improving the students’ reasoning ability in proving theorem in the real analysis course. Analysis real course contains about the analysis that require high order thinking skills, so that only a few students who finished this course well. Reasoning ability is one of the competences that must be owned by students. One of the strategy to improve the reasoning ability by using a project-based learning (PjBL), giving the project to students that is given one week before learning in class. Subjects in this study were students of the fifth semester on Mathematics Education, consisting of 35 students. The data collection methods used interviews, tests, observation and documentation. The data analysis technique includes data reduction, data presentation and conclusion. Based on the results, can be concluded that the project-based learning can improve reasoning abilities of students. In addition, from the analysis of quantitative data obtained that the reasoning abilities of students increased about 10.5%. reasoning ability, proving the theorem, project based learning (PjBL).
INTRODUCTION
One of the five higher order thinking skills is the ability of reasoning. The biggest challenge for prospective teachers is to improve the reasoning ability for students. It is important to develop reasoning in mathematics lessons (Swan, 2011). Advances in technology now greatly affect the world of mathematics education. Students tend to choose a fast way of solving mathematical problems. This not only affects the way it mathematics but more than that, an attitude that should be fostered also changed, the attitude of never give up. Students at Mathematics Education, university of muhammadiyah gresik, whose profile into mathematics educators should be equipped to be able to teach reasoning to their students later, so that these students themselves should have a pretty good reasoning ability. Students study mathematics education program that is the subject of this research still own a low reasoning ability, it is evident the students often experience difficulties when resolving problems less complex. The student reasoning skills must be improved. Analysis real subjects contains more about proving theorems requiring very good reasoning ability. 1.1 Reasoning Reasoning is the process of drawing conclusions from the evidence, the basis and assumptions owned. Reasoning is the ability to think, understand, and form opinions or judgments that are based on facts (Longman, 1987). According Nurhayati (2012) to understand the material or the concept of mathematical reasoning ability is needed. According Jujun Suriasumantri S. (1999) stated that the reasoning is a thought process in drawing a conclusion in the form of knowledge and have certain characteristics in finding the truth. Tim van Gelder (2000) stated that informal reasoning important because Informal reasoning is required for rational belief, informal reasoning is a basic cognitive skill required for effective functioning in most intellectual disciplines. The results of case studies conducted by Gunhan (2014) found that of the six grade 8 students shows that different processes of reasoning in solving geometry problems. According Susilawati (2009) indicators for mathematical reasoning: 1) Draw conclusions logically, 2) Provide an explanation using the model, the facts, the nature and relationships, 3) Estimate the answer and the solution process, 4) use patterns and relationships to analyze the situation of mathematics, drawing analogy and generalization, 5) Compile and analyze conjecture, 6) Provide opponent example (Counter example) or non example, 7) Following the rules of inference (Drawing conclusions), examine the validity, 8) Develop argument are valid, 9) Develop direct proof, indirect proof and mathematical induction.
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016 Meanwhile, according to Ministry of Education (2004), there are seven indicators of the ability of reasoning, namely 1) Capability serving statements math orally, in writing, drawings and diagrams, 2) Ability filed allegations, 3) Ability to perform mathematical manipulations, 4) The ability to compile evidence, give reasons / evidence of the truth of the solution, 5) the ability to draw conclusions from the statement, 6) Checking the validity of an argument, 7) Finding the pattern or nature of symptoms mathematical generalization. In this study, there are six indicators of the ability of reasoning used, namely 1) able to identify what is known and what is to be proved, 2) estimating the settlement process, 3) develop a conjecture and strategy of proof, 4) provide a logical argument by using the steps systematically, 5) drawing analogies and generalizations to decide their logical conclusion. 1.2 Proving Theorem. Subjects Real Analysis more contains definition and theorems. Therefore the project is given to the students is how students can understand and then prove the truth of his theorem. Proof is a problemsolving activity, not a procedure that can be done routinely (Cirillo 2009). 1.3 Project based learning Project based learning is learning that involves students fully in solving the problems that have been designed by teachers that culminate in authentic products produced by students. Well-designed project will encourage active learners and to increase high-level thinking skills of students, one of which is the ability of reasoning. Learning priorities transfer mathematical knowledge, skill, and reasoning to solve real-world problems (Wiggins, G. & McTighe, J, 2004). Project-based learning is a powerful tool in a teacher’s repertoire of strategies (NAF,2015). Project-Based Learning (PjBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences (cervantes, 2013). ProjectBased Learning is a good vehicle for helping students make progress on a number of mathematics educational goals not directly covered in the "traditional" math curriculum (Mahmudi , 2011). Project-Based Learning is a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, studentinfluenced inquiry process structured around complex, authentic questions and carefully designed products and tasks. (Mergendoller & Lenz, 2006). Project-based learning has many benefits for students, including a growing body of academic research supports the use of project-based learning in school to engage students, cut absenteeism, boost cooperative learning skills, and improve academic performance (George, 2001). Increased attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2001). Academic gains equal to or better than those generated by other models, with students involved in projects taking greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; SRI, 2000). Opportunities to develop complex skills, such as higher-order thinking, problem-solving, collaborating, and communicating (SRI, 2000). Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002). In addition Enika wulandari research (2011) shows that the implementation of learning by problem posing approach can improve students' mathematical reasoning. Based on the background that has been described above, the researcher wants to do research with title “Improve Students’ Reasoning Ability in proving theorem through project based learning (PjBL): Lesson Study in Real Analysis course”.
2.
RESEARCH METHODOLOGY
This research is quantitative descriptive. Subjects of this study consisted of 35 students who took the course of real analysis. Researchers describe the reasoning ability of subject in proving theorem in the real analysis course. Activities carried out based lesson study conducted in 3 cycles. Data obtained from the results of individual tests, observation sheets, documentation, and interviews with the subject. Researchers conducted interviews to the subject of this research are three groups of subjects who
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016 representing a student's ability level, one group representing the high ability, one group representing the student group capable of being, and one group other represent groups of low ability. According to Fraenkel and Wallen (2003) that the main purpose of the interview is to find what's on their minds, whether they think or feel something. So with this interview will be obtained a description reasoning ability of the subject. The data analysis technique used is to test and observation sheet were analyzed quantitatively, for documentation and interview researchers perform data reduction, analysis then presenting the data, and then drawing conclusion.
3.
FINDING AND DISCUSSION
In preparing learning on real analysis course, in the previous students have been given the module. Learning is done based on Lesson study which the phases of Plan, do and see performed for three cycles. At this stage of plan, an analysis of student characteristics and analysis of the content of the material. Learning focused on improving student reasoning ability. At this stage do, do to student learning and observation. At this stage do see a reflection of the learning that has been done. At each cycle using project based learning, and each project is given one week before the lecture, so that by the time the lecture students are ready to present the results of their project. Researchers design learning by dividing the class into small groups consisting of 5 people, so researchers can observe more detail to every student. The worksheets are designed the same for each group, to see the reasoning of students overall. Problems on the worksheet is designed to provide a lightweight problem then leads to more complex problems. Burger and Shaughnessy (1986) and Clements (2003) that students need more experience with lower levels of thinking before they can succeed at higher levels. Researchers design learning into three stages, namely the discussion in the group, then the presentation of the results of the discussion, ending with the test individually. 3.1 The first cycle In the first cycle of the topics studied are aljabara properties of real numbers consists of nine properties. The level of difficulty of the material is still low. Acquisition of reasoning ability scores for each indicator Table 3.1 reasoning ability scores for each indicator in cycle 1 Group Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Average
Indicators reasoning abilities 1 2 3 4 3 3 3 3 3 3 3 4 3 4 4 3 3 3 3 3 2 3 3 3 3 4 4 4 3 3 3 4 2,8 3,3 3,3 3,4
5 3 3 3 3 3 4 4 3,3
From the table 3.1 we know that reasoning ability for each indicator are enough. There is one group for first indicator is still low. Group 5 can’t reveal what is known and what is to be proved. It is possible students nervous, because in the next step, he can perform mthematics manipulations well. Analysis of observations and interviews:
Figure 3.1 The results of students in each group discussion
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
Based on Figure 3.1 shows the students doing well proving process, each group can perform mathematical manipulations correctly. Students can mention logical reason of each step verification. Students can identify the mathematical knowledge required for a given proof.
Figure 3.2 Students strengthen the verification process by providing illustrations Based on Figure 3.2 it can be seen that the students were very understanding with the theorem that he prove it. Students are able to provide illustrative examples to reinforce the evidence. 3.2 The second cycle In the second cycle of the topics studied are real numbers that consisting seven topics. The level of difficulty of the material being Table 3.2 reasoning ability scores for each indicator in cycle II Group Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Average
Indicator reasoning abilities 1 2 3 4 4 4 3 2 4 4 3 4 4 4 2 3 4 4 3 3 2 4 3 3 4 4 3 3 4 4 3 3 3,7 4 4 3
5 3 3 3 3 3 4 4 3,1
From the table 3.2 we know that the average of reasoning ability scores for each indicator are good. Although the group 5 have not experienced a significant increase. In the first indicator, almost the entire group obtained the highest score. This means, that students understand what he proved, even he can illustrate by example and figure. For the second indicator, all of groups obtained the highest score. This means all students can identify the mathematical knowledge required for a given proof. They have Analysis of observations and interviews:
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016
Figure 3.3: Students of group 5 presented the results of their project Based on Figure 3.3 can be seen that the student can do with good evidence, may make a conjecture with a coherent, able to mention the logical reason of each step verification. But when researchers put the question to the student, he could not answer the questions researchers. Here's a transcript of the dialogue of researchers and students: Reseacher : what can you conclude from the evidence that you write? Students : a..a..(silence, no answer) From the dialogue, it can be seen that the students still have difficulty making inferences or draw a logical generalization, although he was able to perform the verification well.
Figure 3.4: Student group 2 presented the results of their project Based on Figure 3.3 it can be seen that the students can perform mathematical manipulations very well. When the researchers put the question to the student, he can answer it properly.
3.3 Third Cycle In the third cycle of the topics studied are the supremum and infimum that consisting ten topics. The difficulty level of high material Table 3.3 reasoning ability scores for each indicator in cycle III Group Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Average
Indicator reasoning abilities 1 2 3 4 4 4 4 3 3 4 3 4 4 4 3 3 3 4 4 3 3 4 4 3 4 4 3 4 3 4 4 4 3,4 4 3,6 3,4
5 4 4 3 4 3 4 3 3,6
From the table 3.3. we know that there are indicator decreased than cycle before. The topic in this cycle is quite high. Analysis of observations and interviews:
Figure 3.4 Student group 1 presented the results of their project
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After the student presentation, researchers asked some questions to the students. Here's a transcript of the dialogue of researchers and students: Researcher : what different between ”s “ is above with “s” is under? Student : they are same (while pointing the picture) Researcher : are you sure, are they same? Student : ehm...(silence for several time), then answer “oh sorry, they are different”
Researcher : if we change position of “u”, for example here (while pointing the picture), what do you think? Students : because u is an element of S, then u can not be placed there, if u placed there, then u not supremum of S. Based on this dialogue can be seen that the students have a good understanding of the supremum of a set. Then the researchers gave the question again: Researcher : if known |1 5, , Can you determine the infimum and supremum of S? Students : infimum is 1, and supremum is 5 |1 Researcher : if we change the matter with 5, , what the answer are the same? Students : infimum is 1, and supremum is 5, the answer are same
Figure 3.5 Another student is able to explain the problem-solving, and even strengthened by the theory of the upper limit and lower limit Based on the figure 3.5 student is able to explain very detailed and coherent, even when researchers try to develop questions, students were able to answer properly.
Figure 3.6 student is able to explain the upper bound and lower bound Then the researchers gave the question: Researcher : if the set we change |1 6, , if the answer is fixed to the value infimum and supremum? Student : yes, infimum is 1 dan supremum is 6 Based on the dialogue, the researchers suggest that total student has not been a deep understanding of supremum, so when the context changed students are confused. Although the third cycle there are some students who do not understand the question, but it can be said overall reasoning abilities of students increased, seeing the level of difficulty about the third cycle is quite high. Here is a graph showing the increase of score indicator of the reasoning ability, from the fisrt cycle to the third cycle:
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Figure 3.6 reasoning ability for three cycles
4.
CONCLUSION
Based on the findings discussed above, it can be concluded that the project-based learning can improve reasoning abilities of students. While based on reasoning skills acquisition indicator scores obtained by the increase in the average score from the first cycle to the third cycle was 10.5%. Reasoning consists of all the connections between experiences and knowledge that a person uses to explain what they see, think and conclude
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Proceeding International Conference On Lesson Study (ICLS)7th University of Muhammadiyah Malang Indonesia 3-5 November 2016 Nurhayati, Susiana et all. 2012. Kemampuan Penalaran Siswa Kelas Viii Dalam Menyelesaikan Soal Kesebangunan. Unpublished thesis. Surabaya State University. Railsback, J. (2002). Project-based instruction: Creating excitement for learning. Portland, OR: Northwest Regional Educational Laboratory SRI International. (2000, January). Silicon valley challenge 2000: Year 4 Report. San Jose, CA: Joint Venture, Silicon Valley Network. Suriasumantri, Jujun.S (1999). Filsafat Ilmu Sebuah Pengantar Populer. Jakarta: Sinar Harapan Swan, Malcolm. 2011. Improving reasoning: analysing different approach. University of Cambridge Thomas, J.W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Tim van Gelder dan Andy Bulka. 2000. Reason!: Improving Informal Reasoning Skills. Proceedings of the Australian Computers in Education Conference, Melbourne July 2000 Wiggins, G & Mc. Tighe, J. (2004). Understanding by design professional development workbook, Virginia: Association for Supervision and Curriculum Development.
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