The Use of Core Model in Enhancing The Mathematical Reasoning Ability of Junior High School

Abstract

This study aims to determine a) whether there is a difference between the increase in mathematical reasoning skills students who acquire CORE learning model and students  received conventional math learning. b) whether  there is an interaction between the learning approaches and classification of early mathematical ability (superior and inferior) to increase mathematical reasoning abilities. This research was conducted in the form of experiment. The instrument used in this study is a test instrument reasoning abilities. The research was conducted on one of the class VII SMP  in medium qualification in  Bandung to the subject of geometry. Based on this research, it is known that: (a) there are significant differences enhancement on reasoning ability mathematics students who obtain teaching model of CORE and students who obtain the learning of mathematics conventionally, well-reviewed as a whole and is based on prior knowledge of students (superior and inferior) (b) there is no interaction between prior knowledge of students and learning model, or it can be said there is no influence students' initial ability to both classroom learning model as  overall reasoning abilities can be concluded CORE model learning in enhancing mathematical reasoning abilities.