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ACADEMIC RESEARCH INTERNATIONAL Vol.8(4) December 2017
SAVAP International www.journals.savap.org.pk
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EDITORIAL BOARD
Editorial Board, Educational Research International Professor Dr. Noraini Binti Idris, Dean, Faculty of Education, Department of Mathematics and Science Education, University of Malaya, Kuala Lumpur, MALAYSIA. Professor Dr. Ugur DEMIRAY, Faculty of Communication Sciences, Anadolu University, Eskisehir, TURKEY.
Professor Dr. T. F. "Tim" McLaughlin, Department of Special Education, Gonzaga University, Spokane, Washington, USA.
Professor Dr. Sinan Olkun, Faculty of Educational Sciences, Ankra University, TURKEY. Professor Dr. Hong Lin, Department of Computer and Mathematical Sciences, University of Houston-Downtown, Houston, Texas, USA.
Professor Dr. Ghulam Shabir, Chairman, Department of Media Studies, The Islamia University of Bahawalpur, PAKISTAN.
Professor. Dr Azman Bin Che Mat, Academy of Language Study, Universiti Teknologi Mara, Terengganu Darul Iman, MALAYSIA.
Professor Dr. Jose Antonio Filipe, Institution; Institute Universitario de Lisboa (ISCTE-IUL), Lisboa, PORTUGAL.
Professor Dr. Syed Asif Al i Chairman, Department of Computer Science, Sindh Madressatul Islam University Karachi, PAKISTAN.
Prof Dr. Dimitrios Nikolaou Koumparoulis, Department of Economics and Management Universidad Azteca, MEXICO.
Prof Dr. Badar Alam Iqbal Former Fulbright Visiting Professor, Claflin University, South Carolina, USA.
Dr. Sorinel CAPU§NEANU, Associate Professor, Faculty of Finance and Accounting Artifex University Bucharest, ROMANIA.
Dr. Abdullatif I . AL-Hussein, Associate Professor, Department Shariah, AL-Imam Mohamed Ibn Saud Islamic University, AI-Hfuf, SAUDI ARABIA.
Dr. Wee Tiong SEAH, Faculty of Education Monash University, Peninsula Campus, Frankston Victoria, AUSTRALIA.
Professor Dr. Muhammad Aslam Adeeb, Pro-Rector, NCBA&E, Bahawalpur, PAKISTAN. Professor Dr. Chris Atkin, Director of Graduate Studies and Research, Faculty of Education, Liverpool Hope University, Liverpool, UK.
Professor Dr. Ken Kawan Soetato, Waseda University, Tokyo, JAPAN. Professor Dr. Rosnani Hashim, International Islamic University Kuala Lumpur,
MALAYSIA.
Professor Dr. Osamu Aoki, Hokkaido University, Sapporo, JAPAN. Professor Dr. Pang I . Wah, The Hong Kong Instuitute of Education, HONG KONG. Professor Dr. Kyung-Sung Kim, Seoul National University of Education, SOUTH KOREA. Professor T.D.T.L. Dhanapala, The Open University of SRI LANKA.
Dr. Alireza Jalilifar Associate Professor of Applied Linguistics, Dept. of English Language
and Literature, Shahid Chamran University of Ahvaz, IRAN.
Dr. Lutfi Oksuz, Director, Turkish Standards Institution, Konya, TURKEY.
Dr.Huda Aldulaijan, Associate Professor in Alqura'an Science& Altafseer, King Faisal
University, SAUDI ARABIA.
Dr. T. Tammy Orunaboka, Associate Professor, Dept.of Human Kinetics & Health Education
University of Port Harcourt, Uniport,Rivers State, NIGERIA.
Dr. Arab Naz, Chairman, Department of Sociology, University of Malakand, PAKISTAN.
Dr. Samir Kumar Lenka, Principal, Nathulal Das College, Murshidabad, Kalyani University,
West Bengal, INDIA.
Dr. Muhammad Saeed, Associate Professor, Institute of Education & Research, University of
the Punjab, Lahore, PAKISTAN.
Dr. Muhammad Ashraf Malik, Chairman, SAVAP International, Bright Home, PAKISTAN.
Advisory Review Board, Educational Research International
Professor Dr. Muhammad Aslam Adeeb Faculty of Education, The Islamia University of Bhawalpur, PAKISTAN. Professor Dr. Ugur DEMIRAY, Faculty of Communication Sciences, Anadolu University, Eskisehir, TURKEY. Professor Chris Atkin, Director of Graduate Studies and Research, Faculty of Education, Liverpool Hope University,Liverpool, UK. Professor Dr. Hong Lin, Department of Computer and Mathematical Sciences, University of Houston-Downtown, Houston, Texas, USA. Professor Dr. T. F. "Tim" McLaughlin, Department of Special Education, Gonzaga University, Spokane, Washington, USA. Professor Dr. Noraini Binti Idris, Dean, Faculty of Education,Department of Mathematics and Science Education, University of Malaya, Kuala Lumpur, MALAYSIA. Professor Dr. Ken Kawan Soetato, Waseda University, Tokyo, JAPAN. Professor Dr. Sinan Olkun, Faculty of Educational Sciences, Ankara University, TURKEY. Professor. Dr Azman Bin Che Mat, Academy of Language Study, Universiti Teknologi Mara, Terengganu Darul Iman, MALAYSIA. Prof Dr. Badar Alam Iqbal Former Fulbright Visiting Professor, Claflina University, South Carolina, USA. Professor Dr. Reena George, Karmela Rani Training College, Kollam, Kerala, INDIA. Professor Dr. Rosnani Hashim, International Islamic University Kuala Lumpur, MALAYSIA. Professor Dr. Pang I . Wah, The Hong Kong Instuitute of Education, HONG KONG. Professor Dr. Kyung-Sung Kim, Seoul National University of Education, SOUTH KOREA. Professor T.D.T.L. Dhanapala, The Open University of SRI LANKA. Dr. Abdullatif I . AL-Hussein, Associate Professor,. Department Shariah, AL-Imam Mohamed Ibn Saud Islamic University, Al-Hfuf, SAUDI ARABIA. Dr.Huda Aldulaijan, Associate Professor in Alqura'an Science& Altafseer, King Faisal University, SAUDI ARABIA.
Dr. Jake M. Laguador, Associate Professor, Lyceum of the Philippines University, Batangas
City PHILIPPINES.
Dr. Wee Tiong SEAH, Faculty of Education Monash University, Peninsula Campus,
Frankston Victoria, AUSTRALIA.
Dr. Alireza Jalilifar Associate Professor of Applied Linguistics, Dept. of English Language
and Literature, Faculty of Le;tters and Humanities, Shahid Chamran University o f Ahvaz,
IRAN.
Dr. Lutfi Oksuz, Turkish Standards Institution, Konya, TURKEY.
Dr. T. Tammy Orunaboka, Associate Professor, Dept.of Human Kinetics & Health Education, University of Port Harcourt, Uniport,Rivers State, NIGERIA. Dr. Sorinel CAPU§NEANU, Associate Professor, Faculty of Finance and Accounting, Artifex University Bucharest, ROMANIA.
Dr. Muhammad Saeed, Associate Professor, Institute of Education & Research, University of the Punjab, Lahore, PAKISTAN.
Dr. Jane Moore, Faculty of Education, Liverpool Hope University,Liverpool, UK.
Dr. Mushtaq Ahmad, Department of English, Islamia University Bahawalpur, BWN Campus, PAKISTAN.
Dr. Samir Mohamed Al i Hassan Alredaisy, Associate Professor, Faculty of Education, University of Khartoum, SUDAN.
Dr. Arab Naz, Chairman, Department of Sociology, University of Malakand, PAKISTAN. Dr.Farhana Kazmi, Chairman, Department of Psychology, Hazara University Mansehra, PAKISTAN.
Dr. Devajana C Nanjunda, Director, National School for Advanced Study, Kushal Nager, Kodagu, Kamataka, INDIA.
Dr. Abdul Qayyum Khan, Assistant Professor, COMSATS Institute of Information Technology, Wah Cantt, PAKISTAN.
Dr. Arzu KIS, Assistant Professor, Abant Izzut Baysal University, Bolu, TURKEY. Dr. Syed Asad Abbas Rizvi, Department of Education, Faculty of Social Sciences,
International Islamic University, Islamabad, PAKISTAN.
Dr. Ravi Kant Assistant Professor, College of Teacher Education, Darbhanga (Bihar), Maulana Azad National Urdu University, INDIA.
Dr. Waqaun Nisa Faizi, Assistant Professor, Education Department, Jinnah University for Women, Karachi, PAKISTAN.
Dr. Yu-Liang (Aldy) Chang, Assistant Professor, Graduate Institute of Educational Administration and Policy Development, National Chiayi University, TAIWAN. Dr. Zarina Akhtar, Lecturer, Department of Education, International Islamic University, Islamabad, PAKISTAN.
Dr. Amjad Al i Chaudhry, Assistant Professor, Department of Management Sciences, COMSATS Institute of Information Technology, Abbottabad, PAKISTAN.
Dr. Aqeel-ur-Rehman, Assistant Professor, GSESIT, Hamdard University, Karachi,
PAKISTAN.
Dr. Yunus Adebunmi Fasasi, Department of Educational Management, University of Ilorin, Ilorin, NIGERIA.
Dr. Syed Akhter Raza, Department of Computer Science, University of Karachi, PAKISTAN.
Dr. Ndawula Stephen, Department of Teacher Education, Kyambogo University, UGANDA.
Dr. Due Danh Nguyen, Department of Psychology and Education Studies, Ho Chi Minh City
University of Pedagogy-HCMUP, VIETNAM.
Dr. Oiaolu Paul AKINNUBI, University o f Ilorin, Ilorin, Kwara State, NIGERIA.
Dr. Roseline O. Osagie, Department of Educational Studies & Management , University of
Benin, Benin City, NIGERIA.
Dr. Saheed Ahmad RUFAI, Department of Arts and Social Sciences Education, University of
Lagos, Akoka, Yaba, Lagos State, NIGERIA.
Dr. Shabir Hyder, Department of Economics, Federal Urdu University of Arts, Science &
Technology, Islamabad, PAKISTAN.
Dr. Niradhar Dey, Assistant Professor, Department of Education, Guru Ghasidas Central
University, Bilaspur, INDIA.
Dr. Vali Mehdinezhad, Assistant professor. Faculty of Education and Psychology, University
of Sistan & Baluchestan, Zahedan, IRAN.
Dr. Madiha Shah, Faculty of Education, University of Malaya, MALAYSIA.
Dr. Azizeh Khanchobani Ahranjani, English Language Department, Islamic Azad
University, Salmas Branch,IRAN.
Garry Tan Wei Han, Chairperson , Centre for Business and Management, Department of
Marketing, Faculty of Business and Finance, Universiti Tunku Abdul Rahman, MALAYSIA.
Dr. Rana Muhammad Dilshad, Assistant Professor, Department of Education, The Islamia
University of Bahawalpur, PAKISTAN.
C.R. Rene Robin, Asst. Professor & Head, Jerusalem College of Engineering, Chennai,
INDIA.
Syeda Rakhshanda Kaukab, Assistant Professor, Department of Education, Sindh
Madrassatul Islam University, Karachi, PAKISTAN.
Farah Naz, Assistant Professor, University of Management & Technology, Lahore,
PAKISTAN.
Liaquat Hussain, Assistant Professor, Institute of Education and Research, Gomal University,
DIKhan, PAKISTAN.
Masoud Hashemi, Assistant Professor, English Department, Islamic Azad University,
Toyserkan Branch, IRAN.
Choong Yuen Onn, Faculty of Business and Finance (FBF), Universiti Tunku Abdul Rahman
(UTAR), MALAYSIA.
James Campbell, Lecturer, School of Education, Deakin University, AUSTRALIA.
Mubin bin Md Nor, Lecturer in Music Education, Ipoh Teacher Training Institute Campus,
MALAYSIA.
Md. Nafiz Uddin Khan, Centre for International Education and Development, Dhaka Ahsania
Mission, Dhaka, BANGLADESH.
Gulap Shahzada, Lecturer, Institute of Education and Research, University of Science and
Technology, Bannu, PAKISTAN.
Charles Musarurwa, Lecturer in Geography Education, Department of Languages and Social
Sciences Education Umversity of Botswana, Gaborone, Botswana, AFRICA.
Mahwish Furqan, Centre for Social Research & Development (CSRD), Lahore, PAKISTAN.
Lee Gay Wah, Educational Psychology, University Utara (Northern University) of
MALAYSIA.
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Contact Us The Editor,
Educational Research International (ERInt.),
SAVAP International, (Society for the Advancement of Education through Visionary
Academicians/Researchers for Peaceful Globe),
Bright Home, Eidgah Colony,
Lodhran City - 59320,
Pakistan. Email:[email protected], [email protected] [email protected]
JOURNAL CONTENTS
INVESTIGATION OF THE INFLUENCE OF SEVERE WEATHER 1-11 ON AIRCRAFT OPERATIONS OVER KENYA Francis Jagero
MATERNAL NEAR-MISS 12-16 ElifARIK, Nebahat OZERDOGAN
DESIGN OF PID CONTROL SYSTEMS ON HIGH SURFACE LIQUID WITH 17-36 ROOT LOCUS METHOD In Iskandar Azis, MT
AN OVERALL GUIDANCE AND PROPOSITION OF A WBS TEMPLATE 37-56 FOR CONSTRUCTION PLANNING OF THE TEMPLATE (JACKET) PLATFORMS Fatemeh Nouban, Kabir Sadeght, MohammadAbazid
AN OVERVIEW OF GENERATION, THEORIES, FORMULAS AND 57-67 APPLICATION OF SEA WAVES Kabir Sadeghi, Galala Jamal Dzayi. Zabia Alothman
AN OVERVIEW OF THE TOTAL QUALITY MANAGEMENT IN 68-74 CONSTRUCTION MANAGEMENT Fatemeh Nouban. Mohammad Abazid
EDUCATION CHALLENGES OF URBAN PLANNING IN DEVELOPING 75-93 COUNTRIES (CASE STUDY: COMPARISON OF IRAN WITH SINGAPORE AND INDIA) Mohammadmehdi moulaii, Maryam Zare
ACEHNESE TRADITIONAL ARTS: BETWEEN SHARIA AND CONTINUITY 95-102 Iswadi
RELIGIOSITY EFFECT ANALYSIS OF CONSUMER BEHAVIOR AND 103-110 CONSUMER INTENTION ON ONLINE SHOPPING; EAST JAVA COMMUNITY CASE STUDY Moch Ivansyah Putra, Ririn Tri Ratnasari, Ari Prasetyo
THE EFFECTIVENESS OF ROLE OF MICRO FINANCE ON ECONOMIC 111-120 DEVELOPMENT: PAKISTAN'S PERSPECTIVE Hasan Raza
SUPERVISORS WRITTEN FEEDBACK ON JORDANIAN MASTER'S STUDENTS 12 M30 Ibrahim Fathi Huwari, Anwar Aibzour, Marwan Alqaryouti
THE ROLE OF AUDIOVISUAL MEDIA IN FIGHTING THE PHENOMENON OF 131-143 TERRORISM AND EXTREMISM Tahseen Sharadga
A STUDY OF THE MARINE RESOURCE MANAGEMENT STRATEGIES OF THE 144-153 INDIGENOUS COMMUNITIES WITHIN WASUEMBA BUTON DISTRICT Dewi Anggraini, La Ode Muh. Umran
THE PATTERN OF COACHING INMATES IN THE PRISON CLASS IIA 154-163 SIDOARJO W. Danang Widoyoko, Loltta Vermanasari
UTILIZATION OF LIFT NET FISHERMEN MARITIME RESOURCES 164-171 TO ECONOMIC EMPOWERMENT OF RURAL SOCIETY (Study of Lapandewa Makmur Village Case - Buton Regency) Liwaul, Akyar Abdullah, St. Fatmawati L, SurianiB Tola
LIFE ORIENTATION, FEAR OF NEGATIVE EVALUATION AND LONELINESS 174-184 AMONG WOMEN WITH BURN, CANCER AND SERIOUS DERMATOLOGICAL ISSUES Rabia Karim, Mahwesh Arooj Naz
LEAN GREEN SYSTEM DESIGN AND CONTINUOUS IMPROVEMENT WFTH 185-193 LEAN-SIX SIGMA METHOD AND QUALITY FUNCTION DEPLOYMENT IN SURABAYA CITY ENVIRONMENTAL DEVELOPMENT Fndang Prihatiningsih.Nyoman Sri Widari, Siti Sri Murni
LEAN AND GREEN MANUFACTURING DESIGN AT SMES'S MADURA 194-202 SHIPYARD WITH VALUE STREAM MAPPING TOOL AND SIMULATION MODEL Soffia Pudji Estiasih, Bambang Sutejo, Wing Hendroprasetyo Akbar Putra
INFLUENCE OF DIRECT COMPENSATION, INDIRECT COMPENSATION, 203-210 WORK ENVIRONMENT, TRAINING AND DEVELOPMENT O F THEACHER AND EMPLOYEES QUALITY IN SMA MUHAMMADIYAH 1 BABAT LAMONGAN Rismawati Sitepu, Rahaju Saraswati
FAMILY-WORK CONFLICT AND PSYCHOLOGICAL DISTRESS AMONG 211-215 MARRIED FEMALE BANKERS Thank-God Wachikwu
AN ANALYSIS OF ENVIRONMENTAL WORK EFFECT AND LEADER POLICY 216-227 TO EMPLOYEE PERFORMANCE WITH WORKING MOTIVATION AS INTERVENING VARIABLES: STUDY AT LOCAL REVENUE AGENCY OF LAMONGAN REGENCY Abdul Majid, Darianto
DOCUMENTARY CREDIT AS A BANK INSTRUMENT THAT CAN PROVIDE PAYMENT ASSURANCE FOR EXPORTER Finny Redjeki, Sugihartanti, Vip Faramarta
228-238
RELATIONSHIP OF SPIRITUALITY AND SOCIAL WORK EDUCATION: 239-242 VIEWS OF SOCIAL WORK STUDENTS Zara Masud, Arifa Kanwai, Sitwal Farooq, Fauzia Saleem Alvi
RURAL TOURISM AND INSTITUTIONAL TURN IN AGRICULTURAL 243-254 EXTENSION: A CASE STUDY ON MIAOLI, TAIWAN Hsiang-Yung Feng
ANALYSIS OF STUDENTS' MATHEMATICS REASONING WHEN SOLVING 255-263 STORY TASKS Ardianik, Sumiati
EXPLORING CULTURAL REPRESENTATION IN ESL TEXTBOOKS IN 264-278 PAKISTAN: A CRITICAL LINGUISTIC OVERVIEW Jabreel Asghar, Amjjad Sulaimani
THE CONSTRAINTS OF THE IMPLEMENTATION OF RESTORATIVE JUSTICE 279-290 ON CHILDREN CONFLICTING WITH LAW (AKH) Si. Falmawati L
Academic Research International Vol. 8(4) December 2017
1
ANALYSIS OF STUDENTS' MATHEMATICS REASONING WHEN SOLVING STORY TASKS
Ardianik Sumiati'
'Lecturer in Mathematical Education, University of Dr. Soetomo Surabaya; "Teacher at Islamic Senior High School (MAN) 2 Hulu Sungai Utara South Kalimantan,
INDONESIA.
^[email protected], [email protected]
ABSTRACT
This study is conducted to analyze in depth the reasoning of students' mathematics in solving story tasks. The approach is qualitative with case study-type. The subjects are 6 students of senior high school grade XI; 2 students of high classif cation, 2 students of medium classification and 2 students of low classification. Data collection methods are in the form of stoiy and interview questions. The results show: J) Students belonging to a high classification if they can meet the six reasoning indicators; present mathematical statements of both what was known and asked either in the first or second question; propose a guess'by estimating the answers and the process of given solution; do mathematical manipulation; make a conclusion; provide a logical reason when not meeting several indicators; aiid always check every setdement step; 2) Students belonging to the middle classification also meet the six indicators, just dc not meet some indicators such as incomplete writing down what is known and not writing down what is asked primarily in the first question, having error in solving the problem for lack of understanding of the problem and not making conclusions, but can provide a logical reason when iniennewed; 3) Students belonging to the lower classification do not meet some indicators, which are incomplete presenting what is known and do not present what is asked either in the first and second questions; may propose by estimating the answers and the process of the given solution hut the solution process and its completion step wrong; can perform mathematical manipulations but there are errors in the process of completion, can not provide logical reasons when interviewed.
Keywords: Mathematics Reasoning, Students, Resolving tasks, Story Tasks, Mathematics
INTRODUCTION
Nowadays, the development of science and technology rapidly runs, especially in the field of telecommunications and information. As the result, the number of competition among humans to have more superior within the ever-changing circumstances, to overcome, it is required the ability to obtain, select and manage information. In addition, the ability to think critically, systematically, reasonably, logically, creatively, and can cooperate effectively (Huda & Angel, 2013, Moharom, 2014; Pumamasari, 2014)
The purpose of learning matheinatics at school as referred to in regulation of national ministeiy of education (Pennendiknas) No. 22 of 2006 on the second point, using reasoning on patterns and traits, performing mathematical manipulations in generalizing, compiling evidence, or explaining mathematical ideas and statements. Then in accordance with its development, the purpose of learning mathematics in regulation of ministry of education and culture (Permendikbud) No. 59 of 2013 is as stated m the Core Competency on the fourth point of processing, reasoning, presenting and creating in the realm of concrete and abstract
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Academic Research International Vol. 8(4) December 2017
mathematics tasks, especially for tasks relating to daily life, which is usually in the form of a matter of the story.
Story tasks is a modification of the quantification tasks in which have relevancy with the reality that exists among student environment (Wibowo, Djaelani & Sularmi, 2013, Marhayati, 2012; Lathifah, Zulkardi & Somakim, 2015; Nurussafa'at, Imam & Riyadi, 2016). Through the story, the students wi l l get used to seeing the daily life relationship with the mathematical knowledge that has been obtained at school (Nurhayati, 2013). Mathematics Story tasks is a form of mathematical problem that contains aspects of the ability to read, reason, analyze and find solutions, for which smdents are required to hold the abilities in solving the math story tasks (Khasanah, 2015). The ability to solve the problem of mathematics is the intellectual ability to solve problems in which mathematical concepts are related to everyday life, and can be solved through non-routine procedures, that is understanding the problem, making plans, implementing plans and re-examining the answers (Sari, Dantes & Ardana, 2014).
The story tasks are made in the fomi of a sentence with the theme of problems in everyday life and demanded to be solved, and in the process of working, the student firstly have to understand the contents of the story, then draw the conclusions of objects to be solved then separates it from luathematics symbols, to the final stage of completion (Nurhayati, 2013; Nusi, Sumamo & Nurwan, 2013; Rindyana & Tjang, 2013). While processing this work, the students are required to be able to change the mathematical sentence into a mathematical symbol, for that reason math is very important. As with the results of Huda & Angel (2013) research, the story problem is very usefttl for the development of students' thinking process because in solving the problem required steps of settlement that require understanding and reasoning. The reasoning relationship with the story problem can be seen in Table I below.
Table 1. Reasoning in Solving Story Tasks
Indicator of Reasoning Step of Answering stor>' tasks
1. Present mathematical statement by Understanding tasks by: spoken, written, picture, and diagram; a. Reading tasks;
b. Repeating statement using her/his own words; 9 z.. Filed allegations: c. Revealing every sentence means, what has been
known and will be asked.
3. Conducting math manipulation:
4. An-anging proof, providing any reason Answering tasks by: or proof of right solution; a.Creating design or mathematical sentences;
5. Drawing a conclusion from every b.Connecting the type of required number operation; statement; c. Completing the mathematical sentence;
6. Ensuring argument validity; d. Checking the answer to find out the tme or false results;
7. Finding design or feaUire from e. Filling the conclusion. mathematics symptom to take
e. Filling the conclusion.
generalization.
This is a case study focusing on students' mathematical reasoning and tasks of continuous storytelling, as this study examines students' reasoning when solving stoiy tasks. Therefore, the fonuulation of the problem in this research is "How the mathematical reasoning of the senior high school smdents from grade X I while answering the story tasks ?" The purpose of this research is "to analyze the student's mathematics reasoning of grade X I Nasional Senior high school while answering story tasks.
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classification (HS), medium classification (MS) and low classification (LS). Each classification is taken two people to be subject, which then held an in-depth interview. This mathematical reasoning indicator consists of seven indicators and each indicator is analyzed and described in depth. The results, described as follows:
1. Presenting Mathematical Statements Orally, Written, Picture and Diagram
The reasoning of HS, MS and LS on this indicator are visible when they can identify what is known and asked verbally and can give an explanation that what is known and asked comes from the statement in the matter because he thinks it has been clearly written on the matter. While in writing only HSl and MSI complete in presenting what is known and asked. HS2, MS2 and LS are incomplete in presenting, ie not presenting what is being asked (HS2), not presenting what is known and asked (MS2 and LSI), and incomplete when presenting what is known (LS2).
2. Presenting Allegations
The Reasoning within these indicators is visible when they can predict the answers and the process of the solution through the settlement steps and able to provide a logical explanation that approximate and process of the solution are obtained when looking at what is known and asked. HS and MS can estimate the answer and the solution process by making the completion step, only the estimation and process of MS2 solution is slightly different from HS and MSI , this is because MS2 made a mistake in understanding the tasks and also does not present what is known and asked. While the approximation and process of LS solution is different from that given by HS and MS, because it docs no. present what is known and asked and does not understand the relation of data given.
3. Conducting Mathematical Manipulation
The reasoning within these indicators is visible when they can perfonn mathematical manipulations, include; providing the design of mathematical problems, providing tables of known data, visualizing data from a mathematical statement and solving mathematical problems. In general HS, MS and LSI in the first question can manipulate, only LSI in making graphs and-inequalities is less precise. LS2 can not take mathematical manipulation, because of lack of fulfillment of previous indicators. In the second question, HS and MS can manipulate, it's just that MS2 is not exactly in the settlement. While LS does not manipulate because the image is made less precise and less fulfilled previous indicators.
4. Preparing Evidence, Giving Reason or Evidence to the Truth Solution
The reasoning within these indicators is visible when they can compile evidence from facts and provide precise reasoning of the answers given using facts from the mathematical model form and their relation to tasks solving. HS and MS can compile the evidence and give the right reasons to both questions, only MS2 in the second question has a mistake but can provide the exact reason for identifying the data. In the first question LSI also gives the right reasons, but in the last step does not give the right reasons, while LS2 does not compile the evidence giving the exact reason for the answer given. In the second question, LS can compile the evidence and give the exact reason for the answer given after showing the picture he has made.
5. Drawing Conclusions from the Statement
The reasoning within these indicators is visible when they can draw a logical conclusion. In the first question, HS and MS can draw a logical conclusion from the statement. LS2 can also draw conclusions from statements, but the answer is less precise, whereas LSI does not make any conclusions. In the second question, HS2 can draw conclusions appropriately. HSl and
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of a given solution; can take mathematical manipulation; make a conclusion; provide a logical reason when not meeting some indicators such as not writing down what is asked and not making conclusions; and always check every step of the settlement.
2. Students belonging to the middle classification are the students which are also meet the six indicators, just do not meet some indicators such as incomplete writing down what is known and not writing down what is asked primarily in the tlrst question, the error in solving the problem for lack of thorough understanding of the problem and not making conclusions, but can provide a logical reason when interviewed.
3. Students belonging to the lower classification are the students do not meet some prior indicators, ie incomplete presenting what is known and do not present what is asked either in the first and second questions; can propose a guess by estimating the answers and the process of the solution given but the solution process and its completion step wrong because of misunderstanding the problem; can do mathematical manipulation but there are errors in the process of completion, and not even make conclusions, do not check every step of the settlement and can not give a logical reason when interviewed.
R E F E R E N C E S
[1] Ahmad, H. (2015). Peningkatan kemampuan penalaran matematika materi trigonometri melalui penerapan model pembelajaran. Jurnal Daya Matematis,3 (3), 299-307.
[2] Depdiknas. (2006). Peratwau menteri pendidikan nasional RI No. 22 Tahun 2006 tenta/ig standar isi untuk satuan pendidikan dasar dan menengah. Jakarta: Depdiknas.
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[5] Gunawan, I . (2013). Metode penelitian kualitatif teori dan praktik. Jakarta: Bumi Aksara.
[6] Hidayati, A., & Suryo W. (2015). Proses penalaran matematis siswa dalam memecahkan masalah matematika materi pokok dimensi tiga berdasarkan kemampuan siswa di SMA negeri 5 kediri. Jurnal Math Educator Nusantara, I (2), 13M43.
[7] Huda, N., & Angel, G.K. (2013). Analisis kesulitan siswa berdasarkan kemampuan pemahaman dalam menyelesaikan soal cerita pada materi kubus dan balok di kelas VI I I SMP Negeri 30 Muara Jambi. Presiding Setnirata FMIPA Universitas Lampung, 595^606.
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[9] Kemdikbud. (2013). Permendikbud No. 59 tanggal 4juli 2013 tentang kompotensi dasar SMA/MA. Jakarta: Kementerian Pendidikan dan Kebudayaan.
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