Implementation of Cooperative Integrated Reading and Composition (CIRC) to Enhance Mathematical Argumentation Ability of Mathematics Teacher Students Cita Dwi Rosita (a*), Yaya Sukjaya Kusumah (b) Didi Suryadi (b) Bana G Kartasasmita (b)
a) Faculty of Teacher and Science Education, Universitas Swadaya Gunung Jati
Jalan Pemuda 32, Cirebon 45132, West Java, Indonesia
* citadwirosita[at]unswagati.ac.id
b) School of Post Graduate, Universitas Pendidikan Indonesia
Jalan Setiabudhi 229, Bandung, Indonesia
Abstract
This study aims to analyze whether there are differences in the enhancement of mathematical argumentation ability between students who received Cooperative Integrated Reading and Composition (CIRC) learning and students who received conventional learning. The research method chosen is quasi-experiment using nonequivalent control group design. Data analysis techniques used are descriptive statistics and inferential statistics. The results show that the average enhances the ability of students mathematical argumentation who received CIRC learning are better than students who received conventional learning. When reviewed based on PMK (Prior Mathematical Knowledge), a mathematical argumentation ability of upper and middle PMK group students in CIRC learning classes are better than students mathematical argumentation in conventional learning. Nevertheless, students mathematical argumentation ability in the lower PMK groups between the CIRC learning class and the conventional learning class is not different.
