<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh problem-based learning terhadap kemampuan penalaran matematik, dan korelasi kemampuan penalaran matematik dengan kemampuan awal siswa SMP. Populasi dalam penelitian ini adalah seluruh siswa SMP Negeri 1 Tanjung Palas Tengah, sampelnya diambil dua kelas secara random dari seluruh kelas VIII. Metode yang digunakan yaitu metode eksperimen, dimana instrumennya terdiri dari pretest dan postest. Hasil penelitian menunjukkan bahwa pada data pretest tidak menunjukkan adanya perbedaan kemampuan penalaran matematika antara kelompok kontrol dan kelompok eksperimen. Hasil uji t pada data postest menunjukkan perbedaan kemampuan penalaran matematika antara kelompok eksperimen dan kelompok kontrol pada taraf signifikansi 5%. Pada uji korelasi Widespread Biserial menunjukkan adanya korelasi. Disimpulkan bahwa terdapat pengaruh problem-based learning terhadap peningkatan kemampuan penalaran matematik siswa dan kemampuan awal siswa tidak membedakan peningkatan kemampuan penalaran matematika siswa dan korelasinya.This study aims to determine the effect of problem-based learning on mathematical reasoning abilities, and the correlation of mathematical reasoning abilities with the initial abilities of junior high school students. The population in this study were all students of SMP Negeri 1 Tanjung Palas Tengah, the samples were taken randomly from two classes of class VIII. The method used is the experimental method, where the instrument consists of a pretest and posttest. The results showed that the pretest data did not show any difference in mathematical reasoning ability between the control group and the experimental group. The results of the t-test on posttest data showed differences in mathematical reasoning abilities between the experimental group and the control group at a significance level of 5%. The Biserial Widespread correlation test shows a correlation. It was concluded that there was an effect of problem-based learning on increasing students' mathematical reasoning abilities and students' initial abilities did not distinguish between increasing students' mathematical reasoning abilities and their correlations.]]>
