JIML Journal of Innovative Mathematics Learning

Volume 1, No. 1, March 2018

ISSN xxxx-xxxx (print)
ISSN xxxx-xxxx (online)

DOI 10.XXXXX/jiml.vXiX.XX-XX

IMPROVING THE ABILITY OF MATHEMATICAL

REASONING AND CONNECTION AND SELF REGULATED
LEARNING STUDENTS VOCATIONAL HIGH SCHOOL
THROUGH GENERATIVE LEARNING APPROACH

Dena Handriana
IKIP Siliwangi
denahandriana91@gmail.com

Received: XXXXX X , XXXX ; Accepted: XXXXX X , XXXX

Abstract
This study is a quasi experimental research, which aims to examine the achievement and improvement
of the reasoning abilities and mathematical connections and the independence of the students of SMK
through generative learning. Population in this research is all student of class X-TKJ
SMK Wirakarya Ciparay . Samples were taken by random class, ie X-TKJ 1 as experimental class
and class X-TKJ 5 as control class. The instruments in this study are set of students 'learning
independence scale and a set of students' scale of views on generative learning. The study found that
the achievement and improvement of students 'mathematical reasoning abilities of learning in terms of
students' initial ability level. However, there is an interaction between generative learning and the
student's early ability level in generating mathematical reasoning abilities. Meanwhile, the ability of
mathematical connections and self-regulated learning of students Whose learning using generative
learning is better than that of learning using the ordinary in terms of initial learning ability levels of
students. However, there is no interaction between generative learning and the student's initial ability
level in generating mathematical connection capability and there is an interaction between generative
learning and the student's early ability in generating self regulated learning students . In addition, there
is also a link between the reasoning abilities and mathematical connections of the students in the
classroom using generative and in-class learning using ordinary learning. However, there is no good
relationship between the abilities of ma thematical reasoning and self regulated learning student as
well as between the ability of mathe matical connections and self regulated learning student . The
picture of student performance during the generative learning shows the involvement of the students
and the students . The picture of student performance in solving mathematical reasoning problems lies
in the indicator about number 6 that is about preparing and testing conjecture because the lowest
percentage. While the picture of student performance in solving problems of mathematical connection
lies in indicator about number 2 that is about using connection between math topics because of the
lowest percentage.
Keywords : Mathematical Reasoning, Mathematical Connection, Self Regulated Learning ,
Generative Approach

Abstrak
Penelitian ini merupakan penelitian kuasi eksperimen, yang bertujuan untuk menelaah pencapaian dan
peningkatan kemampuan penalaran dan koneksi matematik serta kemandirian belajar siswa SMK
melalui pembelajaran generatif. Populasi dalam penelitian ini adalah seluruh siswa kelas X-TKJ SMK

1
2 Last name Author-1, Last name Author-2 & Last name Author-3, Title Title Title Title …

Wirakarya Ciparay. Sampel diambil secara acak kelas, yaitu dari lima kelas diperoleh dua kelas, yaitu
X-TKJ 1 sebagai kelas eksperimen dan kelas X-TKJ 5 sebagai kelas kontrol. Instrumen dalam
penelitian ini adalah masing-masing satu set tes uraian penalaran dan koneksi matematik, matematik,
satu set skala kemandirian belajar siswa dan satu set skala pandangan siswa terhadap pembelajaran
generatif. Penelitian menemukan bahwa pencapaian dan peningkatan kemampuan penalaran
matematik siswa yang pembelajarannya menggunakan pembelajaran generatif tidak lebih baik
daripada yang pembelajarannya menggunakan pembelajaran biasa ditinjau dari tingkat kemampuan
awal siswanya. Akan tetapi terdapat interaksi antara pembelajaran generatif dan tingkat kemampuan
awal siswa dalam menghasilkan kemampuan penalaran matematik. Sementara itu, kemampuan
koneksi matematik dan kemandirian belajar siswa yang pembelajarannya menggunakan pembelajaran
generatif lebih baik daripada yang pembelajarannya menggunakan pembelajaran biasa ditinjau dari
tingkat kemampuan awal siswanya. Akan tetapi tidak terdapat interaksi antara pembelajaran generatif
dan tingkat kemampuan awal siswa dalam menghasilkan kemampuan koneksi matematik dan terdapat
interaksi antara pembelajaran generatif dan tingkat kemampuan awal siswa dalam menghasilkan
kemandirian belajar siswa. Selain itu ditemukan pula kaitan antara kemampuan penalaran dan koneksi
matematik siswa baik di kelas yang menggunakan pembelajaran generatif maupun di kelas yang
menggunakan pembelajaran biasa. Akan tetapi tidak terdapat kaitan baik antara kemampuan penalaran
matematik dan kemandirian belajar siswa maupun antara kemampuan koneksi matematik dan
kemandirian belajar siswa. Gambaran kinerja siswa selama pembelajaran generatif memperlihatkan
keterlibatan siswa baik secara individu maupun dalam bekerjasama salam kelompoknya untuk
mengkonstruksi pengetahuan baru yang harus dimiliki siswa, sehingga dapat meningkatkan
kemampuan penalaran dan koneksi matematik serta kemandirian belajar siswa tersebut. Gambaran
kinerja siswa dalam menyelesaikan soal-soal penalaran matematik terletak pada indikator soal nomor
6 yaitu tentang menyusun dan menguji konjektur karena persentasenya paling rendah. Sedangkan
gambaran kinerja siswa dalam menyelesaikan soal-soal koneksi matematik terletak pada indikator soal
nomor 2 yaitu tentang menggunakan koneksi antar topik matematika karena persentasenya paling
rendah.
Kata Kunci: Penalaran Matematik, Koneksi Matematik, Kemandirian Belajar, Pendekatan Generatif

How to Cite: Handriana, D. (2018). Improving the Ability of Mathematical Reasoning and
Connection and Self Regulated Learning Students Vocational High School through the
Generative Learning Approach. JIML, X (X), XX-XX

INTRODUCTION
The ability of mathematical reasoning is very important for students to improve students'
understanding of the usefulness of mathematics itself. According to Wahyudin (Permana,
2004) suggests that one of the tendencies that cause some students to fail to master well the
subject matter in mathematics is because students do not use logical reasoning in solving
mathematical problems given, so reasoning is an important aspect in learning mathematics. In
addition there are other aspects that need to be owned by students, namely the ability of
mathematical connections because the material in mathematics has a relationship between one
unit with other units, therefore the ability of a person in connecting between units is needed in
solving math problems. Math subjects are given to students from elementary, junior high,
high school to college. It certainly has a purpose so that students are able to think critically,
logically, creatively, and able to relate mathematical problems that are facing.
From the description above, it is clear that the ability of reasoning and mathematical
connections needs to be improved because these abilities are the necessary abilities in learning
and in mathematics itself, even necessary for students to deal with the problems of student life
today and in the days to come.
 JIML Volume X, No. X, XXXXX 2018 pp XX-XX 3

(Sumarmo, 2003) suggests that v contents of contemporary mathematics education, ie

learning of mathematics leads to the understanding of concepts needed to solve other
problems of mathematics and science, and the vision of future education of mathematics
learning provides logical, systematic, critical and rigorous reasoning abilities as well objective
and open thinking that is indispensable in everyday life as well as facing an ever-changing
future.
Current conditions in the field according to (Mullis: 2011) followed by 600,000 students from
63 countries, the level of mathematics achievement of Indonesian students is the 38th out of
42 countries with a score of 368, because it generally indicates that the learning activities are
still dominated by teachers ; students still have not played an active role in learning, students
are given less opportunity to use the power of reason to solve a problem with various
strategies (teachers only provide problem solving in accordance with the example
problem); students are given less opportunity to bring up ideas about something that is related
to the context being discussed (the context given by the teacher), so it is not uncommon for
students to receive just what the teacher says without understanding its meaning.
In addition, teachers are less likely to give students the opportunity to link the material
learned to the students' real-life context, so that students do not have an assessment that the
material they are studying has applications with their daily lives. This implies that students
have no initiative in learning mathematics. Furthermore, less students are given the chance to
reflect back on what they have learned, so that students have no opportunity to disclose or
evaluate what they have done or are doing. This affects the skills of students who do not
necessarily evaluate the process and results of their work.
Many efforts can be made to change and improvements in learning mathematics to create a
conducive and constructive atmosphere, democratic and collaborative one of the efforts that
can be done to improve the reasoning and connection ability and independence of students'
mathematical learning is to try various models or methods or approach of learning which are
considered appropriate to the material to be taught and the conditions of students in the
classroom. One of them uses a learning approach raised by Osborne and Wittrock in 1985 is a
generative approach (Hulukati, 2005). Generative learning approach is a constructivism-based
learning approach, which emphasizes on actively integrating new knowledge using the
knowledge already possessed by previous students. The steps contained in the generative
learning approach can enable students to learn to be active in constructing their knowledge.
Generative learning approach consists of five stages, namely orientation, idea disclosure,
restructuring challenges, implementation and evaluation. The stages in this generative
learning approach require students to be active in constructing their knowledge. Through
generative learning approaches can create a learning climate, students get freedom in
proposing ideas, questions and problems so that learning math is more effective and
meaningful. Theoretically the stages in the approach of generative learning can improve the
reasoning ability and mathematical connections and the independence of students'
mathematical learning.
Based on the above description, the researcher felt compelled to carry out research in an effort
to improve the reasoning ability and mathematical connections and independence of
mathematics learning of vocational students through generative learning approach. For that,
on this occasion the researcher conducts research with the title "Improving the Ability of
Reasoning and Mathematical Connection and Independence of Vocational Students Learning
through Generative Learning Approach".
 4 Last name Author-1, Last name Author-2 & Last name Author-3, Title Title Title Title …

METHOD
This research method is quasi experiment where, researcher take two class as sample of
research. One experimental class and one control class. Before and after the treatment of both
classes were given parallel test treatment that is the ability of mathematical reasoning and the
ability of mathematical connections. With the design as follows:

O X O
---------------
O O
(Ruseffendi, 2010: 53)
Where:
O : pretes = postes reasoning ability and mathematical connections
X : learning with a generative approach
----- : non-random sampling of the subject

Population in this research is all student of class X-TKJ SMK Wirakarya Ciparay. Samples
were taken by random class, ie from five classes obtained two classes, namely X-TKJ 1 as
experimental class and class X-TKJ 5 as control class. The instruments in this study are each
set of test of reasoning and mathematical connection, mathematics, a set of students 'learning
independence scale and a set of students' scale of views on generative learning . The
data were processed through normality test, homogeneity test, and test of difference of two
mean , test anova two path and test linear regression using SPSS software version 21.0 for
Windows .
RESULTS AND DISCUSSION
Results
Results research for ability reasoning mathematics is as the following :

Table 1. Postes Data Analysis and N-

Gain for Achievement and Enhancement Ability Reasoning Mathematics Student
Anova 2 Line Interaction
TestingData Class Normality Homogeneity Method
Method TKAS * Scheffe Information
TKAS
Experiment 0.080 0.319
PostesReasoning 0.540 0.000 0.111 0.024 There is
Control 0.059 0.319
N- Experiment 0.200 0.008
0.773 0.000 0.028 0.013 There is
GainReasoning Control 0.200 0.008

Results research show that the achievement and improvement of mathematical reasoning
skills students are learning using generative learning is not better than learning to use a
regular learning in terms of initial skill level of students and there is an interaction between
generative learning and the level of initial ability of students in generating mathematical
reasoning abilities.
Results research for ability connection mathematics is as the following :
 JIML Volume X, No. X, XXXXX 2018 pp XX-XX 5

Table 2 . Postes Data Analysis and N-

Gain for Achievement and Enhancement Ability Connection Mathematics Student
Anova 2 Line Interaction
TestingData Class Normality Homogeneity Method
Method TKAS * Scheffe Information
TKAS
Experiment 0.08 6 0.017
PostesConnection 0. 005 0.000 0.396 0.0 00 No there
Control 0.059 0.017
N- Experiment 0.200 0.059
0. 032 0.000 0. 405 0.00 3 No there
GainConnection Control 0.200 0.059

Results research show that achievement and improvement n kemampua students learning
mathematical connection using generative learning is better than learning to use a regular
learning in terms of level of prior knowledge siswany a and no there is an interaction between
generative learning and the level of initial ability of students in generating mathematical
reasoning abilities .
Results research for independence learn students is as the following :

Table 3 . Scale Data Analysis Independence Learn Student

Testing Data Class Normality Homogeneity Difference TwoAverage

Experiment 0. 200
ScaleIndependence 0.0 06 0.000
Control 0. 158

Results research show that learning independence of students whose learning using
generative learning is better than the learning using ordinary learning in terms of initial ability
level of students and there is an interaction between generative learning and the level of initial
ability of students in generating student self-reliance.
Results research for Analysis Regression and Correlation is as the following :

Table 4 . Analysis Regression and Correlation

Guilford Sig.
Connection Normality Regr. Corr. Information
Criteria Correlation
Reasoning- Reasoning 0.080
0.000 0.820 0.905 0.000 There is
Connection Connection 0.086
Reasoning- Reasoning 0.080
Self 0.273 - - - No there
Regulated Self Regulated 0.200
Connection- Connection 0.086
Self 0.475 - - - No there
Regulated Self Regulated 0.200

Results research show that there the link between reasoning ability and mathematical
connections of students both in the classroom using generative and in-class learning using
6 Last name Author-1, Last name Author-2 & Last name Author-3, Title Title Title Title …

ordinary learning. However, there is no good relationship between the ability of mathematical
reasoning and student learning independence as well as between the ability of mathematical
connections and student learning independence .
Discussion
From the results of data processing it is seen that generative learning does not affect the
students' mathematical reasoning abilities. For the achievement of mathematical reasoning
ability is seen based on the method of learning that learning using generative learning in
mathematics learning does not help in achieving students' mathematical reasoning
abilities. Meanwhile, if viewed based on TKAS that there is a significant difference between
students' mathematical reasoning abilities on certain TKAS. To improve the ability of
mathematical reasoning is seen based on the method of learning that learning using generative
learning in mathematics learning does not help in improving students' mathematical reasoning
abilities. Meanwhile, if viewed based on TKAS that there is a significant difference between
students' mathematical reasoning abilities on certain TKAS.
From the results of data processing is seen that generative learning does not affect the ability
of students' mathematical connections. For the achievement of mathematical connection
ability is seen based on the method of learning that learning using generative learning in
mathematics learning helps in the achievement of students' mathematical connection
ability. Meanwhile, if viewed based on TKAS that there is a significant difference between
the mathematical connection ability of students in certain TKAS. To improve the ability of
mathematical connections viewed based on learning method that learning using generative
learning in mathematics learning helps in improving students' mathematical connection
ability. Meanwhile, if viewed based on TKAS that there is a significant difference between
the mathematical connection ability of students in certain TKAS . This line of research
conducted by Eva Dwi Minarti (2012), entitled "Application of Learning Model
Generative (Generative Learning) to Improve the Ability of Reasoning and Connections
Mathematics Junior High School Students" indicates that an increase in the ability of
reasoning and connections students' mathematical learning models generative learning more
well than conventional students. Judging from the classification of improvements,
improvements in reasoning ability and mathematical connections are in the middle
classification. There is a difference in the ability of reasoning and mathematical connections
between students with high ability level and students with moderate ability level, as well as
between high ability students and low ability students, and there is a difference in the
improvement of mathematical reasoning ability among students with moderate ability level
and students whose ability level is low, but there is no difference in the ability of
mathematical connections between students with moderate ability level and low ability
level. High-ability students have a high increase in mathematical reasoning, while students
with moderate proficiency have moderate mathematical reasoning, and students with low
proficiency have low mathematical reasoning. In mathematical connection ability found that
students with high ability level have high mathematical connection improvement also,
whereas student with medium and low ability level have improvement of medium
mathematical connection. Students have a positive attitude toward mathematics, learning
with generative learning model and the problems and materials given. The student's positive
attitude is mainly shown in attitudes toward the generative learning model and to the
questions given.Based on the results of observations of researchers achievement and
 JIML Volume X, No. X, XXXXX 2018 pp XX-XX 7

improvement of students' mathematical reasoning abilities whose learning using generative

approach is better than that using ordinary learning in terms of initial ability of students.
From the result of data processing, it can be seen that generative learning has an effect on
student's learning independence. Student learning independence is seen based on the method
of learning that learning using generative learning in mathematics learning helps in
developing student self-reliance. This is in line with the research of Cicih Sumarni and Utari
Sumarmo (2016) entitled "Mathematical Reasoning and Self-Reliance of Junior High School
Students through Generative Learning" shows that the achievement and improvement of
reasoning ability mathematics and achievement of learning independence of students who
received more generative learning better than students who get regular learning. But students
are still having trouble in drawing generalizations and carrying out calculations based on
agreed rules. There was also no association between mathematical reasoning and
independence learning and students show a positive attitude toward generative learning. And
Nina Tresnawati's (2013) research entitled "Generative Learning to Improve Mathematical
Connection Capability and Student Learning Mathematics Independence " indicates that
the improvement of mathematical connection ability and the independence of learning
mathematics of students who get the learning with generative approach is better than students
who received conventional learning; there are differences in the ability of mathematical
connections and the independence of learning mathematics between high ability students,
moderate and low students who received learning with generative approach, student responses
to learning with generative approach implemented positively. Based on the observations of
the authors independence of students learning mathematics learning using a generative
approach is better than using ordinary learning.
From the results of data processing seen that there is a significant influence of students'
mathematical connection ability to the ability of mathematical reasoning. Because there is a
significant influence of the mathematical connection ability of students to the ability of
mathematical reasoning then continued to the correlation test and from the data processing
seen that there is a significant correlation between the ability of connection with students'
mathematical reasoning abilities. This is in line with Rafiq Badjeber's (2017) research entitled
"Association of Mathematical Reasoning Competencies with Mathematical Connection
Ability of Junior High School Students in Alberta Model Learning Inquiry" indicates that
there is an association between mathematical reasoning ability and mathematical connection
ability of students who acquired the Alberta Model Inquiry Learning.
Based on the results of observations of researchers there is a link between reasoning ability
and mathematical connections of students both in the classroom using generative learning as
well as in the classroom using ordinary learning. Meanwhile, From the results of data
processing shows that there is no significant influence of the students' learning independence
on the ability of mathematical reasoning.Since there is no significant influence of the students'
learning independence on the ability of mathematical reasoning then it is not continued to the
correlation test. This is in line with the study of Sarah Isnaeni (2018) entitled "Analysis of
Mathematical Reasoning Ability and Student Learning Independence of Junior High School
on Equation of Straight Line Equation" which states that the level of students' mathematical
reasoning ability in the completion of low-level smasih, the difficulties of students in general
have not understood the problem and the preconceptions are still low and the students have
not yet embedded a sense of learning independently. Based on the observation of the
researcher there is no correlation between reasoning ability and student learning
independence either in class using generative learning or in class using ordinary learning.
8 Last name Author-1, Last name Author-2 & Last name Author-3, Title Title Title Title …

And from the results of data processing also seen that there is no significant influence of the
students' learning independence on the ability of mathematical connections. Because there is
no significant influence of the students' learning independence on the ability of mathematical
connection then it is not continued to the correlation test. This is in line with the research of
Utari Septriyaningsih (2016) entitled "Analysis of Mathematical Connection Capability and
Independence of Grade VIII Students on Mathematical Learning of Geometry Material with
CMP Models with Scaffolding Assistance " stating that the ability of mathematical connection
and independence of grade VIII students on learning mathematics of geometry material with
CMP models are scaffolding better than those using ordinary learning.Based on the
observations of the researchers there is no connection between the ability of connections and
independence of student learning both in the classroom using generative learning and in the
classroom using ordinary learning.
From the result of data processing, it can be seen that there is interaction between generative
learning approach with students' mathematical reasoning ability in high, medium and
low TKAS . Meanwhile, from the data processing, it can be seen that there is no interaction
between the generative learning approach and the mathematical connection ability of the
students both in high, medium and low TKAS .And from result of data processing seen that
there is interaction between approach of generative learning with student learning
independence.
Based on the instrument of students 'responses about generative learning by giving a
questionnaire of students' perceptions of generative learning obtained from students 'answers
indicates that in the learning process, the students' motivation in learning increases, so they
want to discuss and work hard in solving the problems given, achieve maximum
results. Students who are the subject of this research generally have a positive attitude to
the learning of mathematics. This generative learning can contribute to developing students'
reasoning and mathematical connections compared to ordinary learning. This can be seen
from the answers of students who express more like learning way as given and they are
helped to think critically. In addition, students are more enthusiastic and enthusiastic about
doing things on Student Activity Sheets (LAS) as well as postes questions. In addition,
several advantages in the generative learning that has been mentioned above, in this study also
found some limitations-its limitations are; Firstly, the time in the KBM one lesson is only 35
minutes, so the LAS given sometimes must be done at home in part. Secondly, this study only
conducted eight meetings outside of pretest and postes and only on two subjects namely Two-
Variable Linear Equation System (SPLDV) and Comparison of Trigonometry in Right
Triangle in class X, so that time and material used are very limited. This is similar to that of
Isnaeni, Rippi Maya and Agina Anggraeni (2014) who stated that most of the students
responded positively to generative modeled learning.
From the data processing that the percentage for grain about the ability of mathematical
connection in the experimental class from the number 1 to 6 percentage as a whole is still less
than 65%. So the students in the experimental class as a whole can be said to have less
categories in solving problems of mathematical connection ability. Likewise, the overall
grade control class is still less than 65%. So the students in the control class as a whole can be
said to have less categories in solving problems of mathematical connection ability.

CONCLUSION
Basedon results research and thediscussionsare being raised previous obtained conclusion tha
t the achievement and improvement of students' mathematical reasoning abilities whose
 JIML Volume X, No. X, XXXXX 2018 pp XX-XX 9

lessons use generative learning is no better than that of learning using ordinary learning in
terms of the student's initial ability level. However, there is an interaction between generative
learning and the student's early ability level in generating mathematical reasoning
abilities. Meanwhile, the ability of mathematical connections and learning independence of
students whose learning using generative learning is better than that of learning using ordinary
learning in terms of initial ability level of students. However, there is no interaction between
generative learning and the student's initial ability level in generating mathematical
connection capability and there is an interaction between generative learning and the student's
early ability level in generating student learning independence. In addition, there is also a link
between reasoning ability and mathematical connections of students both in the classroom
using generative and in-class learning using ordinary learning. However, there is no good
relationship between the ability of mathematical reasoning and student learning independence
as well as between the ability of mathematical connections and student learning
independence. The picture of student performance during generative learning shows the
involvement of students both individually and in collaboration group greetings to construct
new knowledge that must be possessed by students, so as to improve the reasoning ability and
mathematical connections and student learning independence. The picture of student
performance in solving mathematical reasoning problems lies in the indicator about number 6
that is about preparing and testing conjecture because the lowest percentage. While the picture
of student performance in solving problems of mathematical connection lies in the indicator
about the number 2 is about using the connection between math topics because the lowest
percentage.

REFERENCES
Badjeber, R. (2017). Asosiasi Kemampuan Penalaran Matematis dengan Kemampuan
Koneksi Matematis Siswa SMP dalam Pembelajaran Inkuiri Model Alberta. Jurnal
Penelitian dan Pembelajaran Matematika (JPPM). Volume 10, Nomor 2. [Online].
Tersedia: http://jurnal.untirta.ac.id/index.php/JPPM/article/view/2030 - Diakses
Tanggal 18 April 2018

Hulukati, E. (2005). Mengembangkan Kemampuan Komunikasi dan Pemecahan Masalah

Matematik Siswa melalui Model Pembelajaran Generatif. Bandung: PPS UPI.

Isnaeni., Maya, R. Anggraeni, A. (2014). Meningkatkan Kemampuan Komunikasi dan

Disposisi Matematik Siswa SMA melalui Pembelajaran Generatif. Jurnal. Bandung:
P2M STKIP Siliwangi Bandung.

Isnaeni, S., Fajriyah, L., Risky, E. S., Purwasih, R., Hidayat, W. (2018). Analisis Kemampuan
Penalaran Matematis dan Kemandirian Belajar Siswa SMP pada Materi Persamaan
Garis Lurus. Jounal of Medives IKIP Siliwangi Bandung. Volume 2, Nomor 1.
[Online]. Tersedia: http://e-journal.ikip-
veteran.ac.id/index.php/matematika/article/view/528 - Diunduh Tanggal 18 April 2018

Minarti, E. D. (2012). Penerapan Model Pembelajaran Generatif (Generative Lerning) untuk

Meningkatkan Kemampuan Penalaran dan Koneksi Matematik Siswa SMP. Tesis.
Bandung: SPS Universitas Pendidikan Indonesia. Tidak diterbitkan.
10 Last name Author-1, Last name Author-2 & Last name Author-3, Title Title Title Title …

Mullis, et.al. (2011). TIMSS 2011: International Result in Mathematics. United States:
TIMSS & PIRLS International Study Center.

Permana, Y. (2004). Mengembangkan Kemampuan Penalaran dan Koneksi Matematik Siswa

SMA melalui Pembelajaran Berbasis Masalah. Tesis pada SPS UPI. Bandung: Tidak
Diterbitkan.

Ruseffendi, H. E. T. (2010). Dasar-dasar Penelitian Pendidikan dan Bidang Non-Eksakta

Lainnya. Bandung: Tarsito

Septriyaningsih, U. (2016). Analisis Kemampuan Koneksi Matematis dan Kemandirian Siswa

Kelas VIII pada Pembelajaran Matematika Materi Geometri dengan Model CMP
Berbantuan Scaffolding. Skripsi. Universitas Negeri Semarang. [Online]. Tersedia:
lib.unnes.ac.id/28737/1/4101412127.pdf – Diunduh Tanggal 18 April 2018

Sumarmo, U. (2003). Visi Misi Program Studi Pendidikan Matematika. Makalah disajikan
pada Diskusi Himpunan Mahasiswa Indonesia (HMI) di Departemen Matematika ITB
Tanggal 24 Mei 2003.

Sumarni, C., Sumarmo, U. (2016). Penalaran Matematik dan Kemandirian Belajar Siswa
SMP melalui Pembelajaran Generatif. Edusentris Jurnal Ilmu Pendidikan dan
Pengajaran Sekolah Pascasarjana Universitas Pendidikan Indonesia. Volume 3, Nomor
3. [Online]. Tersedia: http://ejournal.sps.upi.edu/index.php/edusentris/article/view/239
- Diakses Tanggal 15 April 2018

Tresnawati, N. (2013). Pembelajaran Generatif untuk Meningkatkan Kemampuan Koneksi

Matematis dan Kemandirian Belajar Matematika Mahasiswa. Tesis. Universitas
Pendidikan Indonesia.