Scientific Reasoning Skills (KPS) and it Relationship with Teaching Style of Mathematics Teacher in the Class Roomh (1 - 10)

Abstract

This study aims to measure current levels the correlation between the levels of scientificreasoning skills (KPS) with students’ perceptions of mathematics teaching styles inschools. The students involved in this study consisted of 226 the form four students ofpure science stream and literary in thefourselected schools in the district of BatangPadang, Perak. Two of instruments used in the study of Scientific Reason SkillsTest (UKPS), a modified version based on Reason Formal Test Lawson ClassroomTeaching and Teacher Style Questionnaire (SSPG), which based on the instrumentsof the Grasha Riechmann. Collection of quantitative data is generated using SPSSsoftware (Statistical Package for Social Science). Analyzing data been conducted byusing descriptive and inferential percent, t- tests, ANOVA and Pearson Correlation ‘r’at a significant level of 0.05. Based on an analysis made, the level of KPS’s students is low as a whole while the style of the dominant teaching mathematics based on the perception of students is style and style expert endorser. There are significant differences between the mean levels of KPS pure science stream students with the arts but there is a very weak correlation relationship between the levels of scientific reasoning skills (KPS) of students with student perceptions of teaching styles in school mathematics teachers. There are significant differences on the mean level of KPS students with students of rural areas in the arts. However, there were no significant differences on the mean level of KPS between urban and rural students in pure science stream.