INFLUENCE OF LEARNING STRATEGY AND AUTHENTIC ASSESSMENT TOWARD STUDENTS’ MATHEMATICAL PROVING ABILITY BY CONTROLLING PREREQUISITE CONCEPTS UNDERSTANDING
Ellis Salsabila(a), Wardani Rahayu(b), Pinta Deniyanti Sampoerno(a)

a). Pendidikan Matematika FMIPA UNJ
Jl. Rawamangun Muka Jakarta Timur, Indonesia
b). Penelitian dan Evaluasi Pendidikan PPs UNJ
Jl. Rawamangun Muka Jakarta Timur, Indonesia

Abstract

This research aimed to obtain information about the influence of learning strategy and authentic assessment of students’ mathematical proving abilities by controlling prerequisite concepts understanding. This was a quasi experimental study with all students of Mathematics Education Study Program of FMIPA UNJ in the 2016/2017 academic year as population, and 4 classes were selected as the samples. The dependent variable was the mathematical proving ability (Y) and the independent variable include the learning strategy (A) and the authentic assessment (B) and the covariate variable was prerequisite concepts understanding (X). The data were analyzed with the two ways analysis of covariance (ANCOVA) to test the main effect and the interaction effect, followed by t-test to test one side’s main effect. From the results, it was obtained that after controlling prerequisite concept understanding, students’ mathematical proving abilities were: 1) higher in the application of abductive-deductive strategy compared to the abilities in the application of conventional learning; 2) higher in the application of performance assessment techniques compared to the abilities in the application of portfolio assessment techniques; 3) there was an interaction effect in the application of learning strategy and authentic assessment toward students’ mathematical proving abilities.

Keywords: mathematical proving ability, prerequisite concepts understanding, learning strategy, authentic assessment

Topic: Mathematics