final examination persentation

8/13/2019 Final Examination Persentation

1/27

The Influence o f Mathematicals Reasoning bility and GenderDifference for Mathematical onceptual Understanding of

Senior High Schoolss Student at North Luwu Regency

Main Supervisor : Prof. Dr. Baso Intang Sappaile. M.PdCo-Supervisor : Prof. Dr. H. Nurdin Arsyad, M.Pd


2/27

Chapter I

Introduction

Background

Problem Statement

Research Objectives

Significance

Terms Limit


3/27

A. Background

There are some ability that must be had by student to be mastered

mathematics learning. They have correlation with theirs. Thoseability are logical thinking, mathematical communication,

mathematical reasoning and understanding mathematical concepts.

Male and female student has difference in mathematical ability.


4/27

B. Problem Statement

Does mathematical reasoning ability influence the mathematicalconceptual understanding of senior high schools student inNorth Luwu regency by giving attention to the gender?

Does gender influence the mathematical conceptualunderstanding of senior high schools student in North Luwuregency by giving attention to the mathematical reasoningability?

Do mathematical reasoning ability and gender together influencethe mathematical conceptual understanding of senior highschools student in North Luwu regency?


5/27

C. Research Objective

1) Describe the influences of mathematical reasoning ability tostudents mathematical conceptual understanding of senior highschool in North Luwu regency.

2) Describe the influences gender to students mathematicalconceptual understanding of senior high school in North Luwuregency.

3) Describe the influences of mathematical reasoning ability andgender to students understanding of the mathematical conceptof senior high school in North Luwu regency.


6/27

D. Significance

1) Expected to give the reader/student teachers/teacherinformation about mathematical reasoning ability and genderinfluences on students' understanding of mathematical conceptsthat will be used in the process of learning mathematics in the

classroom.

2) For the author, is expected to be sufficient knowledge in theprocess of learning mathematics.

3) It is expected to guide further studies which are similar.


7/27

E. Terms Limit

Gender is a difference between boys and girls in terms of theirability in the learning process.

The ability of mathematical reasoning is the ability to solve

problems, draw conclusions and connect ideas. Understanding the concept is the ability to act, think and act

shown by the students in understanding the definition,explanation, specific characteristics, the nature and core /mathematical content of the material and the ability to selectand use appropriate procedures efficient


8/27

Chapter IIA. Literature View

Reasoning

Mathematical ReasoningAbility

Gender Differences

Mathematical conceptualunderstanding

Understanding


9/27

B. Concept Mapping

1. The relation between reasoning ability and mathematical

conceptual understanding2. The relation between gender differences and mathematical

conceptual understanding3. The relation between mathematical reasoning ability and

gender differences to mathematical conceptualunderstanding


10/27

C. Hypothesis

1. Mathematical reasoning ability influences mathematical

conceptual understanding of senior high schools student in

Luwu Utara regency.

2. Gender influences mathematical conceptual understanding ofsenior high schools student in Luwu Utara regency.

3. Mathematical reasoning ability and gender together influences

mathematical conceptual understanding of senior high schools

student in Luwu Utara regency.


11/27

hapter III

ResearchMethods

Operational Definition of Variables

Population and Sample of Research

Data Analysis Techniques

Research Variables and Research Design

Techniques of Data Collection andResearch Instrument


12/27

The independent are reasoning ability (X 1) and genderdifferences (X 2). The dependent variable is mathematical

conceptual understanding (Y).


13/27

Definition of Operational Variable

Mathematical Reasoning Ability Gender Differences Mathematical Conceptual Understanding


14/27

Population and Sample

1. Population

The populations in this study are high school students in LuwuUtara regency.

2. SampleThe sampling technique used in this study is two stage randomsampling. Two stage random is a sampling technique bycombaining cluster random sampling and simple random

sampling.


15/27

The research instrument which is used in this study there are two, namelytest of mathematical reasoning and test of mathematical conceptualunderstanding.


16/27

Descriptive analysis technique is used to describe the character ofsurvey respondents score for each variable, using the maximum score,minimum score, score range, average, standard deviation and variance.

Descriptive statistic analysis performed on scores of mathematicalreasoning ability and mathematical conceptual understanding.Multiple regression analysis was used to measure the effect ofmathematical reasoning ability gender differences to the mathematicalconceptual understanding. The formula of the multiple linear regressionanalysis is


17/27

Chapter IV

Research Result

DescriptiveStatistical Analysis

Inferential StatisticsAnalysis

Requirement analysis

Mathematical conceptualunderstanding

Testing Hypothesis

Gender Differences

Mathematical reasoningability


18/27

Descriptive Statistics Analysis

35.90%

17.60%

31.30%

12.20%3.00%

Very lowLowMediumHighVery high

Category of Mathematical Reasoning Ability Score


19/27

36.84%

14.74%

33.68%

12.63%2.11%

Category of Mathematical Reasoning Ability

Score of Female Students


33.33%

25.00%

25.00%

11.11%

5.56%

Category of Mathematical Reasoning Ability

Score of Male Students




20/27

27.50%

72.50%

Statistics percentage of gender differences

MaleFemale



21/27


17.55%

17.55%

35.90%

24.40%

4.60%

Category of Mathematical ConceptualUnderstanding Score of Students

Very lowLowMediumHigh

Very high


22/27

16.84%

17.89%

36.85%

25.26%

3.16%

Category of Mathematical Conceptual

Understanding Score of Female Students


Very high

19.45%

16.67%

33.33%

22.22%

8.33%

Category of Mathematical Conceptual

Understanding Score of Male Students


Very high



23/27

Inferential Statistics Analysis

Regression Equation:

Coefficients a

Model Unstandardized

Coefficients

Standardized

Coefficients

t Sig.

B Std. Error Beta

1

(Constant) 31,585 3,139 10,062 ,000

Kemampuan Penalaran

Matematik ,641 ,050 ,750 12,849 ,000

Gender ,556 2,006 ,016 ,277 ,782


24/27

hapter V

Closing

Conclusions

Suggestions


25/27

Conclusions

The mathematical reasoning ability of senior high school student grade IX in NorthLuwu regency include as medium category.

The number of female student in senior high school grade IX in North Luwu regency

are more than male student

The mathematical conceptual understanding of senior high school student grade IX inNorth Luwu regency include as medium category.

Mathematical reasoning ability influences to mathematical conceptual understanding

of senior high school student grade IX in North Luwu regency.

Gender differences does not influence to mathematical conceptual understanding of

senior high school student grade IX in North Luwu regency.

The mathematiical reasoning ability and gender difference influence to mathematical

conceptual understanding of senior high school student grade IX in North Luwu

regency.


26/27


27/27

Thank you...

final examination persentation

Documents