Analysis of Inductive Reasoning Ability In Mathematics Learning Reviewed From Student Learning Independence

Abstract

This study purpose to determine the ability of inductive reasoning in mathematics learning, students' learning independence in mathematics learning, and the ability of inductive reasoning in mathematics learning viewed from the independence of students' learning. The method used is descriptive quantitative. The subjects in this study were 30 students from one class in one private junior high school in Cianjur using purposive sampling. The instruments used were inductive reasoning ability test questions and student learning independence questionnaires. Based on the results of the study, the following conclusions were obtained; students' inductive reasoning ability averaged 73% and was included in the moderate category. This is because students in inductive reasoning ability are quite able to meet the inductive reasoning indicators, although they are still less careful in finding the information given and asked; students' learning independence in mathematics learning averaged 63% and was included in the moderate category, this was because students were quite able to have aspects of learning independence, but had not been able to fully carry out activities that showed learning independence routinely; high learning independence was obtained by 8 students who had inductive reasoning ability in the moderate category. Students in moderate learning independence obtained 19 students who have moderate inductive reasoning abilities. Then students in the low learning independence category obtained 3 students who have moderate inductive reasoning abilities.