THE INFLUENCE OF MATHEMATICAL REASONING AND COGNITIVE STYLE TOWARD STUDENT’S COMUNICATION AND CONNECTION ABILITY TO THE STATISTICAL TOPIC IN CLASS XI EXACT OF PUBLIC SENIOR HIGH SCHOOL PALU

Abstract

The research is an expost facto research which aims to discover there is influence of mathematical reasoning ability and cognitive style toward student’s communication and connectionability to the statistical topic in class XI Exact of public senior high school in Palu. The population of the research was all of the students of class XI Exact of Public Senior High Schools in Palu of academic year 2015/2016. The sample was selected by two-stage proportional stratified simple random sampling. The sample of the research was students of XI IPA-1 in SMAN 1 Palu, XI IPA-1 in SMAN 3 Palu, XI IPA-2 in SMAN 4 Palu, XI IPA 1 in SMAN 6 Palu, and XI IPA in SMAN 8 Palu. The number of sample was 138 students. The instrument of the research were mathematical reasoning test, Group Embedded Figures Test (GEFT), Communication ability to the statistical topic test, and Connection ability to the statistical topic test. The data obtained were analyzed by using descriptive statistical and inferensial statistical analysis with Multivariate Analysis of Analysis of Variance (MANOVA). The results of the research show that: (1) there is no interaction between mathematical reasoning ability and cognitive style toward students’ communication and connection ability to the statistical topic, (2) there is no difference of communication ability to the statistical topic between students with FI style and students with FD style, (3) there is no difference of the connection ability to the statistical topic between students with FI style and students with FD style, (4) there is a difference of communication ability to the statistical topic between students with high mathematical reasoning and students with low mathematical reasoning, and (5) there is a difference of connection ability to the statistical topic between students with high mathematical reasoning and students with low mathematical reasoning