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All Journal Jurnal Pendidikan Matematika Universitas Lampung AlphaMath: Journal of Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Indonesian Journal of Science and Mathematics Education Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Laplace : Jurnal Pendidikan Matematika MES: Journal of Mathematics Education and Science JPMI (Jurnal Pembelajaran Matematika Inovatif) At-Talim : Jurnal Pendidikan GAUSS: Jurnal Pendidikan Matematika Journal of Mathematics Education and Science At- Ta'lim : Jurnal Pendidikan
Mardiyah
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Education Mathematics Other

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Journal : At- Ta'lim : Jurnal Pendidikan

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MODEL INTEGRATING SOCIETY, SCIENCE, ENVIRONMENT, TECHNOLOGY AND COLLABORATIVE MIND MAPPING MEMPENGARUHI PENALARAN MATEMATIS DAN MULTIPLE INTELLEGENCES Mujib; Mardiyah; Suherman
At- Ta'lim : Jurnal Pendidikan Vol 8 No 1 (2022): Januari 2022
Publisher : LP3M Institut Ilmu Keislaman Zainul Hasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v8i1.769

Abstract

The reasoning is critical in all fields, but especially in mathematics. The purpose of this study is to ascertain the differences in students' mathematical reasoning abilities when they are exposed to learning that integrates society, science, the environment, technology, and collaborative mind mapping (ISSETCM2). This is a quasi-experiment with a population of 220 students and a sample size of 60 students. The sampling technique used is simple random sampling without replacement (without replacement). Mathematical reasoning tests based on essays and questionnaires assessing multiple intelligences. Validity, reliability, normality, homogeneity, and two-way ANOVA were used to analyze the data. The results indicated that while students' mathematical reasoning abilities improved when ISSETCM2 learning was used, there was no difference in students' mathematical reasoning abilities when conventional learning was used. Furthermore, there was no difference in students' mathematical reasoning abilities when multiple intelligences were classified as high, medium, or low. There is no interaction between learning methods and students' mathematical reasoning abilities at the high, medium, or low multiple intelligence levels.
Co-Authors Adolf Simatupang Ahmad Mukhayat Bambang Sri Anggoro Dona Dinda Pratiwi Eka Cahyaningsih Eka Widiyasari Ina Subekti KOMARUDIN Lidya Betty Setiyaningsih Mujib Mujib Nukhbatul Bidayati Haka Nur Sa’adah Rizki Wahyu Yunian Putra Shopi Aulia Siska Andriani Suherman Suherman Suherman, Suherman