C.D. Rosita, Y.S. Kusumah, D. Suryadi, B.G. Kartasasmita
This study aims to analyse whether there are differences in the enhancement of mathematical argumentation ability between students who received Cooperative Integrated Reading and Composition (CIRC) learning and students who received conventional learning. The research method chosen is quasi-experiment using non-equivalent control group design. Data analysis techniques used are descriptive statistics and inferential statistics. The results show that the average enhances the ability of students' mathematical argumentation who received CIRC learning are better than students who received conventional learning. When reviewed based on PMK (Prior Mathematical Knowledge), a mathematical argumentation ability of upper and middle PMK group students in CIRC learning classes are better than students' mathematical argumentation in conventional learning. Nevertheless, students' mathematical argumentation ability in the lower PMK groups between the CIRC learning class and the conventional learning class is not different. © 2019 IOP Publishing Ltd.
Departement of Mathematics Education, Universitas Swadaya Gunung Djati, Cirebon, Indonesia; Departement of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock