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Journal articles on the topic 'Reasoning abilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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1

Bulling, Nils, Wojciech Jamroga, and Matei Popovici. "Reasoning about Strategic Abilities." ACM Transactions on Computational Logic 20, no. 2 (April 4, 2019): 1–46. http://dx.doi.org/10.1145/3309761.

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Kusuma, Arie Purwa, Nurina Kurniasari Rahmawati, and Ramadoni Ramadoni. "The Application of the Accelerated Learning Cycle, Brain-based Learning Model, and Direct Instruction Model toward Mathematical Reasoning in Terms of Mathematical Communication." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 1 (June 24, 2020): 21–28. http://dx.doi.org/10.24042/ajpm.v11i1.6185.

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The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities
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3

Valanides, Nicolaos. "Formal reasoning abilities and school achievement." Studies in Educational Evaluation 23, no. 2 (January 1997): 169–85. http://dx.doi.org/10.1016/s0191-491x(97)00011-4.

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4

Burnett, Sarah A. "Spatial visualization and mathematical reasoning abilities." Behavioral and Brain Sciences 11, no. 2 (June 1988): 187–88. http://dx.doi.org/10.1017/s0140525x0004930x.

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5

Gardner, Michael K., Elaine Clark, Mary Ann C. Bowman, and Patrick J. Miller. "Analogical Reasoning Abilities of Recovering Alcoholics." Alcoholism: Clinical and Experimental Research 13, no. 4 (August 1989): 508–11. http://dx.doi.org/10.1111/j.1530-0277.1989.tb00368.x.

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Ho, Yi-Hui. "Associations Between the Religious Beliefs and Ethical-Reasoning Abilities of Future Accounting Professionals." Social Behavior and Personality: an international journal 37, no. 5 (August 1, 2009): 673–78. http://dx.doi.org/10.2224/sbp.2009.37.5.673.

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This paper was aimed at examining the associations between the ethical-reasoning abilities and religious beliefs of accounting students. The accounting-specific Defining Issues Test (Rest, 1979) was used to assess participants' ethical reasoning abilities. Results revealed significant associations between religious beliefs and ethical reasoning abilities. Accounting students with religious beliefs revealed higher levels of ethical reasoning abilities than their counterparts who did not hold religious beliefs. However, no significant difference in ethical-reasoning abilities was found among respondents with different religions overall.
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Et al., Ishaq Nuriadin. "Analysis of Students Mathematical Reasoning Abilities on Number Topics." Psychology and Education Journal 58, no. 1 (January 15, 2021): 4750–55. http://dx.doi.org/10.17762/pae.v58i1.1634.

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Mathematical reasoning skills are critical for students to solve math problems. The research objective was to determine the reasoning ability of junior high school students in solving number problems. This research is a qualitative descriptive study with case studies. The research subjects were 27 students consisting of 14 female students and 13 male students. A total of 10 questions were tested containing five multiple-choice questions, and five description questions. From the results of data analysis, 3% of students had high reasoning abilities, 43% of students had moderate reasoning abilities, 30% of students had low reasoning abilities, 13% of students had meagre reasoning abilities.
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-, Humairah. "An AN ANALYSIS OF MATHEMATICAL REASONING ABILITY IN PROBLEM SOLVING WORD PROBLEM BASED ON GENDER AT UNIVERSITAS MUHAMMADIYAH LAMONGAN." Jurnal Tunas Pendidikan 3, no. 2 (February 13, 2021): 12–20. http://dx.doi.org/10.52060/pgsd.v3i2.444.

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This study aims to describe and analyze the mathematical reasoning and problem solving abilities of PGSD students, Universitas Muhammadiyah Lamongan, based on the gender in resolving story problems. This research is a qualitative descriptive research. The research subjects were 6 PGSD students of Universitas Muhammadiyah Lamongan who were selected based on the criteria of academic abilities; students with high reasoning, moderate reasoning, and low reasoning. The data collection techniques were observation, test, and interview. The data analysis was based on the results of test, observation, and interview obtained by students and based on table rubrics. Data analysis was carried out by the researcher using 6 subjects as representatives consisting of 3 males and 3 females with criteria previously mentioned (high, moderate, low). The results of data analysis on mathematical reasoning and problem solving abilities based on gender were female students' mathematical reasoning abilities were superior than male students' mathematical reasoning abilities. Keywords: Mathematical Reasoning, Problem Solving, Gender
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Hr, Bq Malikah. "Kemampuan Penalaran Deduktif Matematis Siswa Melalui Modeling The Way." Media Pendidikan Matematika 8, no. 1 (June 30, 2020): 87. http://dx.doi.org/10.33394/mpm.v8i1.2576.

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The purposes of this research were to determine: (1) is there a significant difference between the mathematical deductive reasoning abilities of students before and after learning of modeling the way (2) whether learning of modeling the way can improve the mathematical deductive reasoning abilities of students. The research was a quasi-experimental research, with one group pretest-posttest design. The location of this research was in MA NW Kabar, Sakra Sub-District, East Lombok Regency. The sample of this research were students of class XI MA NW Kabar. Instrument of this research was the mathematical deductive reasoning abilities test. The data of this research was analyzed using descriptive statistics with paired sampel t-test. The results of the research indicated as follows: (1) There is a significant difference between the mathematical deductive reasoning abilities of students before and after learning of modeling the way; (2) Based on the average and percentage of the mathematical deductive reasoning abilities test of students, the average of pretest is 49.48 with 40% of the students have the mathematical deductive reasoning abilities with good category, the average of posttest is 68.09 with 80% of the students have the mathematical deductive reasoning abilities with good category, it shows that the learning of modeling the way can improve the mathematical deductive reasoning abilities of students.
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Buehner, Markus, Stefan Krumm, Matthias Ziegler, and Tonja Pluecken. "Cognitive Abilities and Their Interplay." Journal of Individual Differences 27, no. 2 (January 2006): 57–72. http://dx.doi.org/10.1027/1614-0001.27.2.57.

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The aim of this study was to confirm that coordination and storage in the context of processing are significant predictors of reasoning even if crystallized intelligence is controlled for. It was also expected that sustained attention and coordination would be highly correlated. Therefore, 20 working memory tests, 2 attention tests, and 18 intelligence subtests were administered to 121 students. We were able to replicate results indicating that storage in the context of processing and coordination are significant predictors of reasoning. Controlling for crystallized intelligence did not decrease the common variance between working memory and reasoning. The study also revealed that the factors coordination and sustained attention were highly correlated. Finally, a model is presented with the latent variables speed and g, which can explain almost all of the common variance of the applied aggregates. A detailed discussion of the results supports the view that working memory and intelligence share about 70% of the common variance.
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Fanhary, Annisa Puspita. "ANALYSIS OF MATHEMATIC REASONING ABILITY THROUGH OPEN-ENDED PROBLEMS IN CLASS XII ACCOUNTING 1 VOCATIONAL SCHOOL, DIPONEGORO SALATIGA STUDY YEAR 2020/2021." Hipotenusa : Journal of Mathematical Society 1, no. 2 (November 12, 2020): 16–28. http://dx.doi.org/10.18326/hipotenusa.v1i2.16-28.

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AbstractThe purpose of this study was to analyze the mathematical reasoning abilities of students in class XII Accounting 1 SMK Diponegoro Salatiga, the efforts of teachers in maximizing the mathematical reasoning abilities of students in class XII Accounting 1 at SMK Diponegoro Salatiga, and the efforts of the teacher in overcoming problems with the students' low mathematical reasoning abilities. The method used in this research is to use a qualitative approach. Data collection in this study was a written test and interviews. The test was conducted to determine the students' mathematical reasoning abilities by using 3 open-ended questions in the form of descriptions. Interviews were conducted to find out in depth the mathematical reasoning abilities of students in solving math problems which were followed by 6 out of 29 students who were selected based on the students' abilities, namely 2 students with high abilities, 2 students with moderate abilities and 2 students with low abilities. The results of the study reveal that: (1) high-ability students meet the indicators of presenting mathematical statements orally, in writing, pictures and diagrams; submit allegations; manipulating mathematics; compile evidence, provide reasons / evidence for the correctness of the solution; draw a conclusion; and check the validity of an argument. Students who are able to meet the indicators present mathematical statements orally, in writing, pictures and diagrams; submit allegations; and manipulate math. Low ability students meet the indicators of presenting mathematical statements orally, in writing, pictures and diagrams; and put forward allegations. (2) the efforts of the teacher in maximizing the mathematical reasoning abilities of students in class XII Accounting 1 SMK Diponegoro Salatiga by enriching and remedials. (3) the efforts of the teacher in overcoming students' low mathematical reasoning abilities by conducting peer tutoring. Keywords: Ability Analysis, Mathematical Reasoning, Open-ended Problems.
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Islami, Annisa Nur, Nurina Kurniasari Rahmawati, and Wahyu Yulianto. "Eksperimentasi Model Student Facilitator and Explaining dan Probing-Prompting Ditinjau dari Penalaran Matematis." Journal of Instructional Mathematics 1, no. 2 (November 16, 2020): 83–90. http://dx.doi.org/10.37640/jim.v1i2.687.

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This research aims are to know: (1) are there differences in learning outcomes between learning models Student Facilitator and Explaining (SFE) and Probing-Prompting (PP)?; (2) whether there are differences in student learning outcomes with high, medium and low reasoning abilities?; and (3) whether there is an interaction effect between learning models and mathematical reasoning on student learning outcomes. This quantitative research is a quasi experiment. The research sample was 80 students in grade 8 at SMP Islam Dewan Da’wah. The sampling technique by cluster random. The research results is: (1) there is no difference in student mathematics learning outcomes between SFE and PP learning models; (2) Student learning outcomes of high mathematical reasoning abilities are better than moderate and low, and student learning outcomes of moderate mathematical reasoning abilities are better than low; (3) not for all student learning outcomes from high, medium and low level of reasoning abilities in SFE learning are better than PP model. In each model, learning outcomes from students’ high level of mathematical reasoning abilities are better than moderate and low, and student learning outcomes from moderate level of mathematical reasoning abilities are better than low.
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Mirian, Dario, R. Walter Heinrichs, and Stephanie McDermid Vaz. "Exploring logical reasoning abilities in schizophrenia patients." Schizophrenia Research 127, no. 1-3 (April 2011): 178–80. http://dx.doi.org/10.1016/j.schres.2011.01.007.

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14

Cassimatis, Nicholas L., and Perrin Bignoli. "Microcosms for testing common sense reasoning abilities." Journal of Experimental & Theoretical Artificial Intelligence 23, no. 3 (September 2011): 279–98. http://dx.doi.org/10.1080/0952813x.2010.502309.

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15

Syafrizal, Agus, Edi Syahputra, and Irvan Irvan. "Differences in Increasing The Ability of Reasoning in Problem Based Learning Model and Computer-Based Group Investigation." Malikussaleh Journal of Mathematics Learning (MJML) 3, no. 2 (October 30, 2020): 51. http://dx.doi.org/10.29103/mjml.v3i2.2422.

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This study was conducted to determine whether there were significant differences between students 'reasoning abilities taught using the PBL model and with the Computer Multimedia Assisted GI, and to determine whether or not there was an influence of interaction between learning models and students' initial abilities on mathematical reasoning abilities . This research is a comparative research with treatment. The population in this study were students of MTs Al-Washliyah 28 Sergai. The variables in this study are mathematical reasoning abilities by collecting data using a questionnaire and tests of mathematical reasoning abilities as well as student achievement tests. The analysis prerequisite test uses the Kolmogorov-Smirnov normality test with a sig (2-tailed) value for the Computer Multimedia Assisted PBL class is 0.200*>0.005 and the sig (2-tailed) value for the computer multimedia-assisted GI class is 0.132>0.005. Hypothesis testing uses 2 path analysis of variance (Anova) with SPSS aids. The results showed that there were significant differences between students' reasoning abilities taught with the PBL and with the Computer Multimedia Assisted GI with a sig value of 0,000<0.05. And there is no effect of interaction between learning models and students' initial abilities on students reasoning abilities with a sig value of 0.175>0.05.
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Choma, Becky, Gordon Hodson, Mark R. Hoffarth, Jaysan J. Charlesford, and Carolyn L. Hafer. "Reasoning Ability and Ideology." Journal of Individual Differences 35, no. 3 (September 1, 2014): 177–83. http://dx.doi.org/10.1027/1614-0001/a000142.

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Although much is known about the motivational underpinnings of authoritarian ideologies, less is known about the underlying mental abilities. In the present study, the relations between right-wing authoritarianism (RWA), social dominance orientation (SDO), and reasoning abilities were investigated. Participants (n = 198) completed measures of reasoning ability (Necessary Arithmetic Operations task, Diagramming Relationships task), RWA, and SDO. Greater RWA was only associated with lower ability to recognize hierarchical relationships; neither RWA nor SDO were associated with general arithmetic reasoning ability. Implications for understanding ideology are discussed.
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Rasyid Ridha, Moch. "MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN PENALARAN MATEMATIS DENGAN LAPS-HEURISTIC DAN PENDEKATAN OPEN-ENDED." M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika 2, no. 1 (February 1, 2017): 91–108. http://dx.doi.org/10.31943/mathline.v2i1.38.

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This article reports the findings from an experimental pretest-posttest control group design conducted by using open-ended approach with Logan avenue problem solving (LAPS)-Heuristic model to investigate students’ mathematical problem solving and reasoning abilities. The study involved 88 grade-10 students from SMA in Bandung. The instrumens of this study are mathematical problem solving test and mathematical reasoning test. By using SPSS 2.0.0 and Microsoft Excel 2013, the study found the open-ended approach with Logan avenue problem solving (LAPS)-Heuristic was able to improve students’ mathematical problem solving and reasoning abilities better than that of conventional approach. Students’ mathematical problem solving and reasoning abilities were classified as mediocore. Furthermore, the study found there was medium correlation between mathematical problem solving and reasoning abilities.
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Shodikin, Ali. "EFFECT OF LEARNING WITH ABDUCTIVE-DEDUCTIVE STRATEGY TOWARDS THE ACHIEVEMENT OF REASONING ABILITY OF HIGH SCHOOL STUDENTS." Infinity Journal 6, no. 2 (September 12, 2017): 111. http://dx.doi.org/10.22460/infinity.v6i2.p111-120.

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The purpose of this study was to investigate the effect of learning with abductive-deductive strategy towards the achievement of mathematical reasoning abilities of high school students. Research carried out an experimental pretest-posttest design and the control group was not randomized in class XI student at one high school in Pati, Central Java, Indonesia. Data analysis was conducted quantitative research based on early mathematical ability categories (KAM) and overall. The results showed that the achievement of mathematical reasoning abilities that students acquire learning abductive-deductive strategy better than students who received the expository learning. In more detail of KAM categories, only middle category that show achievement of mathematical reasoning abilities better. While in upper and under categories have the same reasoning abilities achievements. This research is expected teachers can encourage students to do abduction and deduction in the learning achievement of students’ mathematical reasoning abilities.
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Santosa, Farah Heniati, Habib Ratu Perwira Negara, Indrawati, Samsul Bahri, and Samsuriadi. "Komparasi Kemampuan Penalaran matematis mahasiswa ditinjau dari Gaya Kognitif." Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M) 2, no. 2 (January 20, 2020): 142–53. http://dx.doi.org/10.36765/jp3m.v2i2.68.

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This study aims to obtain a picture of the achievement of mathematical reasoning abilities of students who obtain PBL learning in terms of cognitive fields dependent and field independent. This research is a quasi-experiment involving 97 first semester students. Analysis of the study used one way ANAVA. The research instruments were cognitive style tests and mathematical reasoning abilities tests. The results of the study concluded that there are differences in students' mathematical reasoning abilities that have field dependent and field independent cognitive styles, that is, students with independent field cognitive styles have better mathematical reasoning abilities compared to students with field dependent cognitive styles.
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Yasin, Muhamad, Nasiroh Nasiroh, Abi Fadila, Sitti Hartinah, and Novalia Novalia. "Mathematical reasoning abilities: The Impact of Novick's Learning and Somatic, Auditory, Visual, Intellectual Learning Styles." Desimal: Jurnal Matematika 3, no. 1 (January 31, 2020): 83–88. http://dx.doi.org/10.24042/djm.v3i1.4907.

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Every life needs a very important role especially the role in education. Improving the quality of education can be pursued by the use of appropriate learning models so as to improve students' reasoning abilities. The purpose of this study was to determine the differences in the influence of Novick's learning model and the learning model that is centered on educators on students' mathematical reasoning abilities, Knowing the interaction between learning models and SAVI learning styles (Somatic, Auditory, Visualization, Intelectually) on mathematical reasoning abilities learners. This research uses the Quasy Experiment Design method. The results obtained from this study are that learning by using Novick's learning model is more effective against mathematical reasoning for students, there is no interaction between Novick's learning model and SAVI learning style on mathematical reasoning abilities.
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Shodikin, Ali. "THE EFFECT OF LEARNING WITH ABDUCTIVE-DEDUCTIVE STRATEGY ON HIGH SCHOOL STUDENTS’ REASONING ABILITY." International Journal of Education 10, no. 1 (September 3, 2017): 67. http://dx.doi.org/10.17509/ije.v10i1.8080.

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The purpose of this research is to investigate the effect of learning with abductive-deductive strategy on the achievement of mathematical reasoning abilities of high school students. It employed the experimental pretest-posttest with non-randomized control group design to the eleventh grade students of one high school in Pati, Central Java, Indonesia. Data were collected in the form of early mathematical ability categories (EMA) and overall. The results showed that the achievement of mathematical reasoning abilities that students acquire through learning with abductive-deductive strategy was better than that of the students who received were taught with expository learning. In more detail, only students in the medium category of EMA showed better achievement in mathematical reasoning abilities. Meanwhile, students of the upper and lower categories had the same achievements in their reasoning abilities. Based on the findings of the research, it is expected that teachers can encourage students to apply abduction and deduction strategy in order to achieve in mathematical reasoning abilities.
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Berkowitz, Michal, and Elsbeth Stern. "Which Cognitive Abilities Make the Difference? Predicting Academic Achievements in Advanced STEM Studies." Journal of Intelligence 6, no. 4 (October 26, 2018): 48. http://dx.doi.org/10.3390/jintelligence6040048.

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Previous research has shown that psychometrically assessed cognitive abilities are predictive of achievements in science, technology, engineering and mathematics (STEM) even in highly selected samples. Spatial ability, in particular, has been found to be crucial for success in STEM, though its role relative to other abilities has been shown mostly when assessed years before entering higher STEM education. Furthermore, the role of spatial ability for mathematics in higher STEM education has been markedly understudied, although math is central across STEM domains. We investigated whether ability differences among students who entered higher STEM education were predictive of achievements during the first undergraduate year. We assessed 317 undergraduate students in Switzerland (150 from mechanical engineering and 167 from math-physics) on multiple measures of spatial, verbal and numerical abilities. In a structural equation model, we estimated the effects of latent ability factors on students’ achievements on a range of first year courses. Although ability-test scores were mostly at the upper scale range, differential effects on achievements were found: spatial ability accounted for achievements in an engineering design course beyond numerical, verbal and general reasoning abilities, but not for math and physics achievements. Math and physics achievements were best predicted by numerical, verbal and general reasoning abilities. Broadly, the results provide evidence for the predictive power of individual differences in cognitive abilities even within highly competent groups. More specifically, the results suggest that spatial ability’s role in advanced STEM learning, at least in math-intensive subjects, is less critical than numerical and verbal reasoning abilities.
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Riwayati, Selvi, and Yuriska Destania. "Efektifitas Desain Lembar Kerja Mahasiswa Terintegrasi Internet untuk Mengembangkan Kemampuan Penalaran Matematis Mahasiswa." Edumatika: Jurnal Riset Pendidikan Matematika 2, no. 2 (November 12, 2019): 104. http://dx.doi.org/10.32939/ejrpm.v2i2.409.

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The adequate learning resources as support for student learning activities was one of the factors supporting the learning process successful. The use of textbooks as a source of learning did not support thinking activities, especially students' mathematical reasoning abilities. The textbooks so far only emphasize the understanding of the concept while the students' mathematical reasoning abilities were less noticed. This research intends to develop student worksheets that are valid, practical and effective in developing mathematical reasoning abilities and can be accessed via the internet. The research model used is Research and Development (R & D). To see the effectiveness of the product carried out an experiment. The results showed that through the learning assisted students worksheets that integrated the internet, the average of students' mathematical reasoning abilities were increased.
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Et al., Agus Setiawan. "Collaborative Problem-Solving Strategies and Cognitive Style: The Impact and Interaction on Students' Mathematical Reasoning Abilities." Psychology and Education Journal 58, no. 2 (February 10, 2021): 841–48. http://dx.doi.org/10.17762/pae.v58i2.1958.

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This study aims at identifying the effect of collaborative problem solving (CPS) learning strategies on students' mathematical reasoning abilities with different cognitive styles, namely field-dependent (FD) and field-independent (FD). This study is a quasi-experimental study with a 2x2 factorial design. A total of 103 students of SMPN 3 Mesuji, Indonesia as research subjects. Mathematical reasoning ability data were obtained from essay tests and cognitive style data were obtained from the GEFT test. Data analysis used two-way analysis of variance (ANOVA) test. The results of this study are: 1) there were significant differences in mathematical reasoning abilities between students who received collaborative problem solving and direct instruction learning strategies, 2) there were significant differences in mathematical reasoning abilities between students who had field dependent and field independent cognitive styles, 3) there was no significant interaction between different learning strategies (collaborative problem solving and direct instruction) and cognitive styles (field dependent and field independent) on mathematical reasoning abilities.
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Henner, Jon, Rama Novogrodsky, Catherine Caldwell-Harris, and Robert Hoffmeister. "The Development of American Sign Language–Based Analogical Reasoning in Signing Deaf Children." Journal of Speech, Language, and Hearing Research 62, no. 1 (January 30, 2019): 93–105. http://dx.doi.org/10.1044/2018_jslhr-l-18-0062.

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Purpose This article examines whether syntactic and vocabulary abilities in American Sign Language (ASL) facilitate 6 categories of language-based analogical reasoning. Method Data for this study were collected from 267 deaf participants, aged 7;6 (years;months) to 18;5. The data were collected from an ongoing study initially funded by the U.S. Institute of Education Sciences in 2010. The participants were given assessments of ASL vocabulary and syntax knowledge and a task of language-based analogies presented in ASL. The data were analyzed using mixed-effects linear modeling to first see how language-based analogical reasoning developed in deaf children and then to see how ASL knowledge influenced this developmental trajectory. Results Signing deaf children were shown to demonstrate language-based reasoning abilities in ASL consistent with both chronological age and home language environment. Notably, when ASL vocabulary and syntax abilities were statistically taken into account, these were more important in fostering the development of language-based analogical reasoning abilities than were chronological age and home language. We further showed that ASL vocabulary ability and ASL syntactic knowledge made different contributions to different analogical reasoning subconstructs. Conclusions ASL is a viable language that supports the development of language-based analogical reasoning abilities in deaf children.
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Young, Tiffany L., Antoneta Granic, Tuo Yu Chen, Christine B. Haley, and Jerri D. Edwards. "Everyday reasoning abilities in persons with Parkinson's disease." Movement Disorders 25, no. 16 (October 11, 2010): 2756–61. http://dx.doi.org/10.1002/mds.23379.

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Prasitpong, S., and S. Rakkapao. "Investigation of Thai university students’ scientific reasoning abilities." Journal of Physics: Conference Series 1287 (August 2019): 012020. http://dx.doi.org/10.1088/1742-6596/1287/1/012020.

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Yediarani, Rivani Dita, Maison Maison, and Ahmad Syarkowi. "Scientific Reasoning Abilities Profil of Junior High School Students in Jambi." Indonesian Journal of Science and Education 3, no. 1 (April 30, 2019): 21. http://dx.doi.org/10.31002/ijose.v3i1.627.

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<p>This study aims to determine the profile of scientific reasoning ability of junior high school students in Jambi. The type of this research is descriptive quantitative, while the research design using survey type cross-sectional design. The population in this study were junior high school students in Jambi City with a total of 25,789 students. The sampling technique used is cluster sampling. The sample used in this study is 1146 students from 15 schools with different accreditation levels. Techniques of data collection of this study are using the problem of reasoning abilities from lawson's classroom test of scientific reasoning (CTSR) in 2000. The results showed that 100% of the sample is concrete. With the ability of Conservation of matter and volume as the most ability owned by students with the percentage of 16.1% and the lowest ability is the ability of Proportional reasoning with a percentage of 3.0%. This shows that students have not been able to use their reasoning for abstract things. In general, no reasoning ability that has a percentage of 50% indicates that students' reasoning ability in junior high school is still very low and fundamental. </p><p><em> </em></p><strong>Keywords: </strong> Profile, scientific reasoning, junior high school, Jambi city<p> </p>
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Moore, Kevin C., Jason Silverman, Teo Paoletti, and Kevin LaForest. "Breaking Conventions to Support Quantitative Reasoning." Mathematics Teacher Educator 2, no. 2 (March 2014): 141–57. http://dx.doi.org/10.5951/mathteaceduc.2.2.0141.

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Quantitative reasoning is critical to developing understandings of function that are important for sustained success in mathematics. Unfortunately, preservice teachers often do not receive sufficient quantitative reasoning experiences during their schooling. In this paper, we illustrate consequences of underdeveloped quantitative reasoning abilities against the backdrop of central function concepts. We also illustrate tasks that can perturb preservice teachers' thinking in ways that produce opportunities for quantitative reasoning. By implementing strategically designed tasks, teacher educators can support preservice teachers–and students in general–in advancing their quantitative reasoning abilities and their understanding of secondary mathematics content.
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Salwanda, Nadhias, and Tatag Yuli Eko Siswono. "ADAPTIVE REASONING OF SOCIAL SECONDARY STUDENTS." MATHEdunesa 9, no. 1 (June 10, 2020): 112–19. http://dx.doi.org/10.26740/mathedunesa.v9n1.p112-119.

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Adaptive reasoning is a component of basic mathematical skills that needs to be developed for students so that they can use mathematical procedures effectively. This research is a qualitative research that aims to describe the adaptive reasoning profile of secondary students in the Social Sciences department in solving mathematical problems. Research subjects were three students that solving mathematical problems correctly, solving mathematical problems less correctly, and solving mathematical problems incorrectly. The method used to collect data was to provide mathematical problem-solving tests and interviews. Data were analyzed based on students' adaptive reasoning activities in their activities to solve mathematical problems seen from three main aspects of adaptive reasoning, namely reflecting, explaining, and justifying. The results show that student who solved mathematical problems correctly indicated adaptive reasoning abilities in every aspect; student who solved mathematical problems less incorrectly demonstrated adaptive reasoning abilities that almost met all indicator aspects, and student who solved mathematical problems incorrectly did not demonstrate adaptive reasoning abilities in every aspect. Keywords: adaptive reasoning, problem solving, social secondary students.
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Putri, Hafiziani Eka, Erna Suwangsih, Puji Rahayu, Gia Nikawanti, Elfriyani Enzelina, and Mukhamad Ady Wahyudy. "Influence of Concrete-Pictorial-Abstract (CPA) Approach on the Enhancement of Primary School Students’ Mathematical Reasoning Ability." Mimbar Sekolah Dasar 7, no. 1 (April 26, 2020): 119–32. http://dx.doi.org/10.17509/mimbar-sd.v7i1.22574.

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This research is motivated by the importance of mathematical reasoning abilities for primary school students. This research aims at looking at the effect of the Concrete-Pictorial-Abstract (CPA) approach on the enhancement of mathematical reasoning abilities of primary school students. This research method is a quasi-experiment with pre-test and post-test control group design in Mathematics subjects with the theme of data presentation. The research sample consisted of 121 fifth grade students in two primary schools in Bekasi Regency. The test and non-test instruments were involved in this research. The results revealed that there wasthe influence between the CPA approach and students' mathematical reasoning abilities, and the achievement and enhancement of mathematical reasoning abilities of students who got learning with the CPA approach werebetter than students who got conventional learning based on all student review and a category of Prior Mathematical Ability (PMA) high, moderate and low. In conclusion, the mathematical reasoning ability of primary school students can be improved by applying the CPA approach.
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Hayati, Laila. "PEMBELAJARAN UNTUK MENGEMBANGKAN KEMAMPUAN PENALARAN INFERENSIAL STATISTIS." Paedagoria | FKIP UMMat 6, no. 1 (February 1, 2018): 16. http://dx.doi.org/10.31764/paedagoria.v6i1.96.

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Abstrak: Artikel ini membahas tentang pembelajaran yang dapat digunakan untuk mengembangkan kemampuan penalaran inferensial statistis. Tujuan kognitif pembelajaran Statistika adalah untuk mengembangkan kemampuan literasi, penalaran, dan berpikir statistis. Salah satu tujuan dalam penalaran statistis adalah mengembangkan kemampuan penalaran inferensial. Model pembelajaran yang dapat digunakan untuk mengembangkan kemampuan penalaran inferensial statistis adalah model Statistical Reasoning Learning Environment (SRLE) yang didasarkan pada teori belajar konstruktivisme. Analisis didasarkan pada: 1) definisi inferensi statistis; 2) definisi penalaran inferensial informal dan formal; 3) kerangka kerja penalaran inferensial informal; 5) model pembelajaran SRLE; dan 6) penelitian terkait penalaran inferensial statistis.Abstract: This article deals with learning that can be used to develop inferential reasoning abilities statistically. The cognitive goal of statistical learning is to develop literacy, reasoning, and statistical thinking skills. One of the goals in statistical reasoning is to develop inferential reasoning abilities. The learning model that can be used to develop static inferential reasoning abilities is Statistical Reasoning Learning Environment (SRLE) model based on constructivism learning theory. The analysis is based on: 1) the definition of statistical inference; 2) the definition of informal and formal inferential reasoning; 3) informal inferential reasoning framework; 5) the learning model of SRLE; and 6) research related to inferential statistical reasoning.
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Susilawati, Wati, Tika Karlina Rachmawati, and Ida Nuraida. "Adaptive Reasoning Based on Microsoft Mathematics." JTAM (Jurnal Teori dan Aplikasi Matematika) 5, no. 1 (April 17, 2021): 216. http://dx.doi.org/10.31764/jtam.v5i1.3918.

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The demands of professional teachers to design technology-assisted learning that can facilitate all students to develop their potential. the fact that the quality of students' adaptive reasoning in solving math problems is still low which has an impact on other mathematical competencies. The purpose of this study was to determine the differences in the improvement of adaptive reasoning abilities between students who have implemented Search Solving Create and Share learning assisted with Microsoft Mathematics and conventional learning. The method used is quasi-experimental with the non-equivalent pre-test and post-test control group design. Through the Simple Random Sampling technique, two classes were selected, namely class X1 and X2 one of the SMA in Bandung Indonesia. Test instrument: story questions about adaptive reasoning abilities. Analysis using independent T-test data. Result: There is a difference in the improvement in adaptive reasoning abilities between students who using search-solve-create- share learning assisted by Microsoft mathematics compared to conventional learning. Students' difficulties in solving story problems with adaptive reasoning abilities can be minimized by getting used to solving non-routine story problems. Learning search-solve-create-share assisted by Microsoft mathematics accustoms students to convey assumptions, provide reasons for answers, draw conclusions from statements, and students can find patterns of various mathematical problems through multi-interactive media.
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Akbar, Khairul. "KEMAMPUAN PENALARAN SPASIAL SISWA SMPN 2 PRAYA BARAT DAYA." Media Pendidikan Matematika 7, no. 2 (December 31, 2019): 17. http://dx.doi.org/10.33394/mpm.v7i2.2094.

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Having good spatial reasoning skills supports a person's success in the STEM field. Spatial reasoning in mathematics is found in geometry. Students' abilities in geometry at SMPN 2 Praya Barat Daya are very low. The purpose of this study was to determine the process of thinking students on spatial reasoning. Spatial reasoning in this study is limited to the constructs of spatial visualization, mental rotation, and spatial orientation. This type of research is descriptive qualitative with a type of eksploratory research. The research subjects were selected 3 students with high, medium, and low mathematical abilities. The main instrument is the researchers himselfs and other instruments are written tests of spatial reasoning and interviews. The results showed: (1) students with high mathematical abilities had better spatial visualization abilities than other students, the three students were not able to use mental rotation skills properly, and the three students were able to use the ability of spatial orientation well, (2) the thinking process of students with high mathematical abilities in spatial visualization was done through reflecting objects, while other students through following the position of the object, in mental rotation the three students did not look too closely at the part of the object being rotated, and spatial orientation was done bystudent through positioning themselves as objects.
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Rachmawati, Rivanna Citraning, and Erma Diningsih. "Pengenalan Sosio Scientific Issue secara Daring terhadap Kemampuan Penalaran Siswa." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 15, no. 1 (June 30, 2021): 31–36. http://dx.doi.org/10.26877/mpp.v15i1.7840.

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SSI is a strategy that aims to stimulate intellectual, moral and ethical development, as well as awareness of the relationship between science and social life. The use of SSI will improve students' reasoning skills to face the challenges of the 21st century. This SSI application uses questions on social issues. This research was conducted in December 2020. This research used a descriptive survey method. The research stage was carried out with a survey related to students 'reasoning abilities in the city of Semarang, then students were given questions about SSI as a form of treatment and observed how the patterns of students' reasoning abilities were related to SSI. The results showed an increase in students' reasoning abilities due to the introduction of SSI questions.
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Vega-Dienstmaier, Johann M., Joel E. Salinas-Piélago, María del Rosario Gutiérrez-Campos, Ricardo D. Mandamiento-Ayquipa, María del Carmen Yara-Hokama, Johny Ponce-Canchihuamán, and Jorge Castro-Morales. "Lead levels and cognitive abilities in Peruvian children." Revista Brasileira de Psiquiatria 28, no. 1 (March 2006): 33–39. http://dx.doi.org/10.1590/s1516-44462006000100008.

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OBJETIVE: To study the relationship between blood lead levels and cognitive abilities of children exposed to this metal. METHOD: This is a cross-sectional study that included 134 children aged 6 to 8.5 years old from 3 schools with different risks of lead exposure located in El Callao (Peru). Cognitive assessments were made by means of the Graphic Test of Reasoning (GTR) and the Kohs Block Design Test (KBDT). Blood lead levels and other laboratory tests were performed. RESULTS: Children with lead > 10 ug/dl presented greater prevalence of low scores in the Graphic Test of Reasoning (18.9% vs. 7.1%, p = 0.049) and in the Kohs Block Design Test (KBDT) (39.6% vs. 18.6%, p = 0.01) compared with those with lower lead blood levels. A deficit of 1 category in the Graphic Test of Reasoning was associated with an increase in lead blood level of 16.78 ug/dl (assuming a linear relationship) and from 1 to 5.19 ug/dl (logarithmic model). For each 10 ug/dl of increase in lead levels, the Kohs Block Design Test decreases in 6.24 units (12.91 in males and 0.216 in females) (linear model), and an increase from 1 to 10 ug/dl corresponds to a drop of 16.44 points in the Kohs Block Design Test (31.19 in males and 3.98 in females) (logarithmic model). Considering the Graphic Test of Reasoning subscales, lead levels correlated negatively with the areas of numerical problems (rho = -0.445, p < 0.001), numerical relationships (rho = -0.365, p < 0.001), inferences (rho = -0.281, p = 0.002) and similarities (rho = -0.250, p = 0.005). CONCLUSIONS: Lead levels were non-linearly associated with lower cognitive abilities, especially in males, being the numerical reasoning the most affected area.
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Wiles, Janet. "Reasoning, robots, and navigation: Dual roles for deductive and abductive reasoning." Behavioral and Brain Sciences 34, no. 2 (March 29, 2011): 92. http://dx.doi.org/10.1017/s0140525x10002955.

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AbstractMercier & Sperber (M&S) argue for their argumentative theory in terms of communicative abilities. Insights can be gained by extending the discussion beyond human reasoning to rodent and robot navigation. The selection of arguments and conclusions that are mutually reinforcing can be cast as a form of abductive reasoning that I argue underlies the construction of cognitive maps in navigation tasks.
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Susilawati, Wati, and Kartika Dewi. "Reasoning ability through challenge based learning kahoot." Jurnal Analisa 5, no. 2 (December 27, 2019): 180–88. http://dx.doi.org/10.15575/ja.v5i2.6666.

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The main objective is to analyze the improvement of mathematical reasoning ability through the challenge based learning with kahoot application. An experimental study, pre-test and post-test control group design. The population subjects were all students of class XI of the SMAN 26 Bandung, by involving a sample of three classes through random sampling techniques from five parallel classes available. Instrument for mathematical reasoning tests. Findings: There was improvement in mathematical reasoning abilities of students who obtained a challenge based learning assisted by the kahoot application, challenge based learning without a kahoot, and conventional learning. Improvement of mathematical reasoning abilities of students who obtained a challenge based learning with kahoot application is better than challenge based learning without the kahoot, and expository learning. Challenge based learning kahoot applications can facilitate conflict processes, discovery, social interaction, and reflective to improve students’s mathematical reasoning abilities.
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Gampa, Anup, Sean P. Wojcik, Matt Motyl, Brian A. Nosek, and Peter H. Ditto. "(Ideo)Logical Reasoning: Ideology Impairs Sound Reasoning." Social Psychological and Personality Science 10, no. 8 (March 5, 2019): 1075–83. http://dx.doi.org/10.1177/1948550619829059.

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Beliefs shape how people interpret information and may impair how people engage in logical reasoning. In three studies, we show how ideological beliefs impair people’s ability to (1) recognize logical validity in arguments that oppose their political beliefs and (2) recognize the lack of logical validity in arguments that support their political beliefs. We observed belief bias effects among liberals and conservatives who evaluated the logical soundness of classically structured logical syllogisms supporting liberal or conservative beliefs. Both liberals and conservatives frequently evaluated the logical structure of entire arguments based on the believability of arguments’ conclusions, leading to predictable patterns of logical errors. As a result, liberals were better at identifying flawed arguments supporting conservative beliefs and conservatives were better at identifying flawed arguments supporting liberal beliefs. These findings illuminate one key mechanism for how political beliefs distort people’s abilities to reason about political topics soundly.
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Agustin, Nana Maulidah. "Kemampuan Penalaran Matematika Siswa Melalui Model Pembelajaran Core and Pairs Check (CPC) Pada Materi Statistika Siswa Kelas XI MA Ma’arif NU Jenggawah." JPM : Jurnal Pendidikan Matematika 5, no. 1 (March 6, 2019): 47. http://dx.doi.org/10.33474/jpm.v5i1.2629.

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The purpose of this study was to determine the differences in mathematical reasoning abilities of students in class XI on statistical material through the CPC learning model and conventional models and describe the results of analysis of mathematical reasoning abilities of class XI students through CPC learning models and conventional models on statistical material. This study was a mixed method with a sequential explanatory design. The sample from this study was XI IPA 1 and XI IPA 2 MA Ma'arif NU Jenggawah. While the subject of qualitative research was 6 students from the experimental class and the control class students selected based on high, medium, and low reasoning abilities. Data collection is done by test, observation, field notes and interviews. The analysis technique uses prerequisite tests, namely t-test and qualitative descriptive. Based on the results of quantitative research, using SPSS 16 software obtained Sig = 0,000 <0,025 so that it was rejected, meaning that there was a significant difference between mathematical reasoning abilities of the experimental class students using CPC models and control classes using conventional models in statistical material. While the qualitative analysis shows that based on the results of interviews on experimental class subjects, an average of 88% of students have fulfilled five reasoning indicators while in the control class only 56% of students meet the five indicators of mathematical reasoning.
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Fang, Zhuo, Laura B. Ray, Evan Houldin, Dylan Smith, Adrian M. Owen, and Stuart M. Fogel. "Sleep Spindle-dependent Functional Connectivity Correlates with Cognitive Abilities." Journal of Cognitive Neuroscience 32, no. 3 (March 2020): 446–66. http://dx.doi.org/10.1162/jocn_a_01488.

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EEG studies have shown that interindividual differences in the electrophysiological properties of sleep spindles (e.g., density, amplitude, duration) are highly correlated with trait-like “reasoning” abilities (i.e., “fluid intelligence”; problem-solving skills; the ability to employ logic or identify complex patterns), but not interindividual differences in STM or “verbal” intellectual abilities. Previous simultaneous EEG-fMRI studies revealed brain activations time-locked to spindles. Our group has recently demonstrated that the extent of activation in a subset of these regions was related to interindividual differences in reasoning intellectual abilities, specifically. However, spindles reflect communication between spatially distant and functionally distinct brain areas. The functional communication among brain regions related to spindles and their relationship to reasoning abilities have yet to be investigated. Using simultaneous EEG-fMRI sleep recordings and psychophysiological interaction analysis, we identified spindle-related functional communication among brain regions in the thalamo-cortical-BG system, the salience network, and the default mode network. Furthermore, the extent of the functional connectivity of the cortical–striatal circuitry and the thalamo-cortical circuitry was specifically related to reasoning abilities but was unrelated to STM or verbal abilities, thus suggesting that individuals with higher fluid intelligence have stronger functional coupling among these brain areas during spontaneous spindle events. This may serve as a first step in further understanding the function of sleep spindles and the brain network functional communication, which support the capacity for fluid intelligence.
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Abidin, Zaenal, Arif Cahyo Utomo, Vira Pratiwi, and Laely Farokhah. "PROJECT-BASED LEARNING - LITERACY IN IMPROVING STUDENTS’ MATHEMATICAL REASONING ABILITIES IN ELEMENTARY SCHOOLS." JMIE (Journal of Madrasah Ibtidaiyah Education) 4, no. 1 (June 1, 2020): 39. http://dx.doi.org/10.32934/jmie.v4i1.170.

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The lower mathematical reasoning abilities of elementary school students are the background of this research. This happens because students have not been properly facilitated to develop the ability mathematical of reasoning. Mathematics learning can develop reasoning ability well because mathematics learning has systematic concepts and conceptual relationships. This will have an impact on logical, systematic and rational ways of thinking. Therefore, teachers must be able to choose learning models that can facilitate the ability of mathematical reasoning. One learning model that can be used is the literacy project-based learning model. This study aimed to determine the effectiveness of improving the ability of mathematical reasoning students who obtain literacy project-based learning. The design of this research was used pretest-posttest non-equivalent control group. Based on research results, conclusions can be drawn about the effectiveness of learning that includes n-gain, minimum completeness criteria, and mastery learning. Literacy project-based learning has been effective in facilitating reasoning abilities. That is because literacy project-based learning can present contextual material with literacy works that are made and invited to carry out the process of thinking about the use of mathematical contexts in daily life. Furthermore, students can connect mathematical material with real-life contexts and can make reasoning to interpret learning well.
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Ishioka, Yoshiko, Yasuyuki Gondo, Yukie Masui, Takeshi Nakagawa, Megumi Tabuchi, Madoka Ogawa, Kei Kamide, et al. "Occupational complexity and late-life memory and reasoning abilities." Japanese journal of psychology 86, no. 3 (2015): 219–29. http://dx.doi.org/10.4992/jjpsy.86.14007.

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Almomani, Fidaa, Murad O. Al-momani, Nihayah Alsheyab, and Khader Al Mhdawi. "Reasoning Abilities and Potential Correlates Among Jordanian School Children." Maternal and Child Health Journal 22, no. 4 (December 27, 2017): 501–11. http://dx.doi.org/10.1007/s10995-017-2416-7.

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Hendriana, Heris, Rully Charitas Indra Prahmana, and Wahyu Hidayat. "STUDENTS’ PERFORMANCE SKILLS IN CREATIVE MATHEMATICAL REASONING." Infinity Journal 7, no. 2 (September 30, 2018): 83. http://dx.doi.org/10.22460/infinity.v7i2.p83-96.

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This study aims to examine mathematics teacher-candidate students’ mathematical creative reasoning ability based on the level of Adversity Quotient (AQ). This study uses a mixed method of sequential type by combining quantitative and qualitative methods in order. Population in this study is all students attending the course of Calculus in Mathematics Education of Master Program at STKIP Siliwangi that consist of 270 students divided into six classes. The results are AQ gives effect to the achievement of students’ mathematical creative reasoning abilities based on the whole and the type of AQ climber, champer, and quitter. The achievement of students’ mathematical creative reasoning abilities and based on AQ, the champer and climber fall into the medium category, while on the quitter type, it falls into the category of low. On the other hands, the achievement of students’ mathematical creative reasoning abilities is yet to be achieved well at the indicator of novelty.
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46

Iqlima, Tri Wilfi, and Susanah Susanah. "PROFIL PENALARAN ANALOGI SISWA DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN MATEMATIKA." MATHEdunesa 9, no. 1 (January 23, 2020): 35–39. http://dx.doi.org/10.26740/mathedunesa.v9n1.p35-39.

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Analogy reasoning is the process of thinking logically and analytically in drawing conclusions based on the similarities between the two things being compared. The purpose of this study is to describe the analogy reasoning of students in solving mathematical problems in terms of high, medium, and low mathematical abilities. This research is a descriptive study with a qualitative approach. Data collection was carried out in class IX-H of SMP Negeri 5 Surabaya in the 2019/2020 school year by 33 students and each subject was selected for each category of mathematical ability. The results of the analysis of Problem Solving Tests and interviews show that students with high, medium, and low mathematical abilities mention information that is known and what is asked for logical reasons on the source and target problem, and explain the relations between the information. This indicates that each subject has an encoding process. Each subject also mentions and explains the concepts used to solve source problems, which means each subject has an inferring process. The difference is, subjects with high mathematical ability mention the same concepts between the source problem and the target problem and explain the concepts used to solve the target problem, then students can complete the target problem. This means that the subject is doing two other processes, namely mapping and applying. Subjects with medium mathematical abilities are mentioning the same concept between the source problem and the target problem but cannot explain the concept used in the target problem. However, the subject only did one of the two indicators in the mapping process, so the analogy reasoning process carried out by the subject was encoding and inferring. While students with low mathematical abilities are stopped in the encoding and inferring processes. Keywords: Analogy Reasoning, Mathematical Abilitiy
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Kicklighter, Taz H., Paul R. Geisler, Mary Barnum, Scott Heinerichs, and Malissa Martin. "Exploration of Factors Perceived to Influence Development of Diagnostic Reasoning in Athletic Trainers and Athletic Training Students." Athletic Training Education Journal 13, no. 2 (April 1, 2018): 120–30. http://dx.doi.org/10.4085/1302120.

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Context:Diagnostic reasoning is acknowledged as a vital skill for medical practice, but research regarding this core aspect of medical cognition as it pertains to athletic training contexts is scarce. To compare athletic training–specific clinical reasoning skills with those of other health care practitioners, educators need to better understand how athletic trainers (ATs) think, what helps them think better, and what may hinder their thinking skills as related to diagnostic reasoning challenges in the clinical context.Objective:To conduct a preliminary investigation into ATs' and undergraduate athletic training students' perceptions about their diagnostic reasoning processes. Secondarily, to identify and compare activities or practices that may influence individual diagnostic reasoning abilities.Design:Qualitative research.Setting:Online interviews.Patients or Other Participants:Twenty-three participants (11 ATs, 12 senior-level athletic training students) were convenience sampled from a pool of participants used in a separate, multifaceted diagnostic reasoning study.Main Outcome Measure(s):Participants were interviewed in an online format to determine their diagnostic processing ability and perceived factors that enhance and hinder diagnostic reasoning. Data were analyzed using a general inductive approach.Results:Analysis determined ATs and athletic training students used similar reasoning processes to previously reported expert- and novice-level reasoning abilities, respectively. Professional socialization and metacognitive activities were found to enhance individual diagnostic reasoning abilities in both groups. Lack of professional socialization and time in ATs and limited experiences and educational settings in athletic training students were thought to detract from diagnostic reasoning development.Conclusions:Use of diagnostic reasoning and factors perceived to influence ATs' and athletic training students' ability found within our study correspond with previously reported theories and mimic the current understanding of expert and novice abilities respectively. Understanding factors that influence diagnostic reasoning ability is crucial for developing effective pedagogical and curricular strategies in athletic training education.
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Vinayanti, Antik, and Fika Muji Fadhillah. "IMPLEMENTATION OF EXPERIENTAL LEARNING MODELS TO IMPROVE REASONING ABILITY OF STUDENT’S SMP." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 2, no. 1 (May 21, 2019): 1. http://dx.doi.org/10.22460/jiml.v2i1.p1-8.

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Experimental learning invites students to play an active role during the learning process based on life experiences that can be applied into four stages, namely concrete experience, observation, conceptualization and application. conventional, 2) knowing the improvement of mathematical reasoning abilities of students who get learning using the experiential learning method better than conventional learning. The method used in this study is the experimental method by taking a sample of this study is the seventh grade students of SMP Negeri 2 Klangenan in Cirebon Regency. Implementation data with an experimental learning model was obtained through observation sheets and students' mathematical reasoning abilities were obtained through description tests. The results of the study for four meetings showed that there was an increase in the average results of the pretest and posttest. From the results of statistical tests of gain scores obtained from the results of the pretest and posttest on students' mathematical reasoning abilities the average (ẋ) gain for the experimental class is 0.64 with a standard deviation (s) = 0.6 based on these results. that students' mathematical reasoning abilities using experiential learning are better than students who are conventional learning.
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Belova, S. S., and O. M. Smirnova. "Features of Social Dilemmas Solving in Older Adolescents with Different Levels of Intellectual Abilities." Психологическая наука и образование 20, no. 2 (2015): 43–54. http://dx.doi.org/10.17759/pse.2015200205.

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We discuss one of the aspects of social competence formation in older teens relevant in the light of the requirements of the second generation of Federal Educational Standards. The general hypothesis: Features of reasoning and decision-making in senior teenagers in social dilemmas are related to the level of their intellectual abilities and have sex specificity. The subject of the study was the relationship of intellectual abilities of students in grades 9-10 (N = 115, 65% were girls, 35% were boys) and their activity and critical reasoning, categorical position in solving social dilemmas. We revealed that verbal intelligence in older adolescents is positively related to criticality argument. Verbal intelligence relationship with the activity of reasoning and categorical position on social dilemmas was gender-specific. Girls with higher verbal intelligence have higher activity and low categorical reasoning; boys have higher categorical position. We conclude that verbal intellectual abilities are the cognitive basis of the processes of social cognition in older teens.
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Drupadi, Septian Woro, and Jeinne Mumu. "ANALISIS KEMAMPUAN PENALARAN INDUKTIF MATEMATIS MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS PAPUA." Journal of Honai Math 1, no. 2 (October 9, 2018): 113. http://dx.doi.org/10.30862/jhm.v1i2.1048.

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This research was conducted to analyze the mathematical Inductive reasoning abilities of students’ mathematics education UNIPA. Research on inductive mathematical reasoning skills using qualitative methods using observation techniques, tests and interviews. The results showed that the mathematical inductive reasoning abilities of mathematics education students UNIPA were mostly in the moderate category. Students' inductive reasoning ability on each indicator is the ability to present mathematical statements in writing or drawings of 66.66%, the ability to submit suspicions by 26.66%, mathematical manipulation ability of 29.44%, ability to compile evidence, provide reasons or evidence for some solutions of 5.82%, finding patterns or traits of mathematical symptoms to generalize of 30.27%, examining validity of arguments 11.32% and drawing conclusions from statements of 5.27%.
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