Argument Mapping to Improve Student's Mathematical Argumentation Skills

• Main Authors: Nonik Indrawatiningsih, Purwanto Purwanto, Abdur Rahman As'ari, Cholis Sa'dijah
• Format: Article
• Language: English
• Published: UIKTEN 2020-08-01
• Series: TEM Journal
• Subjects: argumentation; mathematical argumentation skills; argument maps
• Online Access: http://www.temjournal.com/content/93/TEMJournalAugust_1208_1212.pdf
• ISSN: 2217-8309; 2217-8333

This study aims at investigating the difference in students' mathematical argumentation skills before and after the implementation of argument mapping in learning mathematics. It is a quasiexperiment with a quantitative approach. The population was the students of class X Natural Sciences Program in a state senior high school in Pasuruan, East Java, Indonesia. 36 students were involved. The instrument was a mathematical argumentation skills test. Several components were established, adopted from the Revised Bloom's Taxonomy, namely identifying (C1), explaining (C2), drawing conclusions (C3), reducing/adding premises (C4), deducing (C5), and developing/constructing (C6). Students' mathematical argumentation skills were analyzed using the Wilcoxon signed-rank test at 5% level of significance (∝ = 0.05). The findings of this study indicate that students' argumentation skills after the implementation of argument mapping is better than prior treatment (p = 0.002). It can be claimed that argument mapping is effective for improving such skills.