Irmawaty Natsir, Nurhayati Nurhayati, Andi Azizah

Pendekatan Probing-prompting Berdampak Terhadap Kemampuan Penalaran Matematika Siswa

Introduction

Pendekatan probing-prompting berdampak terhadap kemampuan penalaran matematika siswa. Uji dampak pendekatan probing-prompting pada penalaran matematika siswa SMP. Studi eksperimen menunjukkan peningkatan signifikan kemampuan penalaran matematika siswa setelah penerapan strategi ini.

Abstract

Penelitian ini bertujuan untuk mengetahui dampak strategi probing-prompting terhadap penalaran matematika siswa. Penelitian ini merupakan penelitian eksperimen dengan desain one-group pre-test post-test. Partisipan dalam penelitian ini adalah siswa kelas VII SMP Muhammadiyah Merauke sebanyak 32 siswa yang diambil menggunakan teknik cluster random sampling. Uji hipotesis dilakukan dengan menggunakan uji Z. Hasil uji statistik menunjukkan bahwa rata-rata skor Gain-Score sebesar 0,68, yang termasuk dalam kategori menengah. Rata-rata skor pre-test sebesar 38,44, dan rata-rata skor post-test sebesar 80,66. Analisis uji-Z menghasilkan atau 16,799 > 1,645. Artinya  ditolak, maka hal ini menunjukkan bahwa kemampuan penalaran matematika siswa lebih baik setelah diterapkan pendekatan probing-prompting.

Review

This study investigates the impact of the probing-prompting approach on students' mathematical reasoning abilities, a highly relevant topic in educational research. The clear objective is well-addressed through an experimental design, specifically a one-group pre-test post-test model. The findings strongly suggest a positive effect, with a substantial increase in average scores from 38.44 (pre-test) to 80.66 (post-test), resulting in a gain score of 0.68, categorized as medium. The statistical significance, indicated by the Z-test result (16.799 > 1.645), supports the rejection of the null hypothesis, demonstrating that students' mathematical reasoning improved significantly after the intervention. The strength of this research lies in its direct approach to evaluating an instructional strategy and providing quantitative evidence of its effectiveness. The use of pre-test and post-test scores effectively captures the change in student abilities over the intervention period. The Z-test was employed to assess the statistical significance of this improvement, leading to a clear conclusion regarding the approach's positive impact. However, for a one-group pre-test post-test design, especially with a sample size of 32, a paired-samples t-test is often a more conventional and robust statistical method to compare means within the same group before and after an intervention. Clarification on the specific application of the Z-test (e.g., if it was applied to gain scores against a null of zero improvement) would enhance the methodological transparency. While the findings are promising for enhancing mathematical reasoning, the study's design presents certain limitations. The one-group nature, without a control group, makes it challenging to definitively attribute the observed improvement solely to the probing-prompting approach, as other concurrent factors or maturation could have contributed. Furthermore, the sample size of 32 students from a single school in Merauke restricts the generalizability of the findings to a broader population. Future research would benefit significantly from incorporating a control group to isolate the intervention's effect, utilizing a larger and more diverse sample, and potentially including qualitative data to provide deeper insights into how the probing-prompting strategy facilitates reasoning.

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