The Effect of Worksheets and Prior Knowledge on Students' Mathematical Proof Ability in the Isoperimetric Problem
Abstrak
Mathematical proof ability is essential in mathematics learning because it supports logical reasoning, conceptual connections, and higher-order thinking. However, many high school students still struggle to construct valid mathematical proofs, highlighting the need for effective instructional strategies. One approach to strengthening proof ability is through proof-oriented tasks such as the Isoperimetric Problem, which can be explored using school-level mathematics concepts, including algebraic operations and the area and perimeter of two-dimensional figures. This study aims to examine the effects of worksheet use, students' prior knowledge, and their interaction on students' ability to construct mathematical proofs related to isoperimetric problems. A true-experimental nonequivalent control group design was employed with two second-year high school classes at MAN 2 Jambi City. The experimental group learned through worksheet-based instruction, while the control group received direct instruction. Students were categorized into high-, medium-, and low-knowledge groups. Data were analyzed using a two-way ANOVA at a 0.05 significance level. The results show that worksheet use, prior knowledge, and their interaction significantly affect students' abilities in mathematical proof.
Referensi
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