Efektivitas Pendekatan Saintifik terhadap Penalaran, Representasi Matematis, dan Kemandirian Belajar Siswa SD

Authors

  • Herman Herman Pendidikan Matematika, FKIP, Universitas Muslim Nusantara Al Washliyah, Medan, Indonesia
  • Firmansyah Firmansyah Pendidikan Matematika, FKIP, Universitas Muslim Nusantara Al Washliyah, Medan, Indonesia
  • Cut Latifah Zahari Pendidikan Matematika, FKIP, Universitas Muslim Nusantara Al Washliyah, Medan, Indonesia

DOI:

https://doi.org/10.33394/mpm.v14i1.19723

Abstract

Students' mathematical reasoning, representation, and learning independence remain important concerns in elementary mathematics because classroom activities often emphasize procedural answers rather than exploration, communication, and reflection. This study examined the effectiveness of the scientific approach compared with the contextual approach in improving these three competencies. A quasi-experimental method with a nonequivalent control group design was used. The participants were 60 sixth-grade students at an elementary school in East Lombok Regency during the second semester of the 2025/2026 academic year, consisting of 30 students in the scientific approach class and 30 students in the contextual approach class. Data were collected through mathematical reasoning tests, mathematical representation tests, and a learning independence questionnaire. The instruments were validated by experts and tested empirically before use. Data were analyzed using descriptive statistics, normalized gain, prerequisite tests, and independent samples t-tests. The results showed that the scientific approach produced higher gains in mathematical reasoning (N-Gain = 0.61), mathematical representation (N-Gain = 0.60), and learning independence (N-Gain = 0.56) than the contextual approach. The independent samples t-tests indicated significant differences between the two groups (p < 0.05). These findings suggest that the scientific approach effectively strengthens students' cognitive and metacognitive competencies through observing, questioning, experimenting, reasoning, and communicating activities.

Downloads

Published

2026-06-25

How to Cite

Herman, H., Firmansyah, F., & Zahari, C. L. (2026). Efektivitas Pendekatan Saintifik terhadap Penalaran, Representasi Matematis, dan Kemandirian Belajar Siswa SD . Media Pendidikan Matematika, 14(1), 365–371. https://doi.org/10.33394/mpm.v14i1.19723

Issue

Vol. 14 No. 1 (2026): J-MPM

Section

Articles

Citation Check

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0). This license allows others to share and adapt the work for any purpose, including commercial purposes, provided that appropriate credit is given to the author(s), the initial publication in this journal is acknowledged, and any adapted material is distributed under the same license.

  2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work, such as depositing it in an institutional repository or including it in a book, provided that its initial publication in this journal is acknowledged.

  3. Authors are permitted and encouraged to post their work online, such as in institutional repositories or on their personal or institutional websites, before and during the submission process. Such dissemination may encourage productive scholarly exchange and contribute to earlier and greater citation of the published work.