Pengaruh Model Pembelajaran Probing Prompting terhadap Kemampuan Representasi Matematis Siswa pada Materi Teorema Pythagoras di MTs Negeri 5 Jember

Abstract

Mathematics instruction in schools still tends to be teacher-centered, causing students to be less active and not yet accustomed to expressing mathematical ideas independently in visual, symbolic, and verbal forms. This condition results in low students' mathematical representation ability, particularly in the Pythagorean theorem material. One alternative learning model that can be applied to address this problem is the Probing Prompting learning model. This study aims to determine the difference in the average mathematical representation ability between students who received probing prompting learning and those who received direct instruction, as well as to determine the effect of the Probing Prompting learning model on students' mathematical representation ability in the Pythagorean theorem material. This study employed a quantitative approach with a Quasi-Experimental design and a Nonequivalent Control Group Design. The research was conducted at MTs Negeri 5 Jember in the 2025/2026 academic year, with Class VIII A as the experimental class and Class VIII C as the control class, selected through cluster random sampling. The research instruments consisted of essay-type pretest and posttest questions used to measure students' mathematical representation ability. The results of the Mann-Whitney U test showed that the significance value of the posttest scores for both classes was 0.001<0.05, indicating a significant difference in the average mathematical representation ability between the experimental and control classes. The findings revealed that students who received Probing Prompting learning demonstrated better mathematical representation ability than those who received direct instruction. Furthermore, the Paired Sample 1-Test yielded a significance value of 0.000 <0.05, indicating an improvement in students' mathematical representation ability after participating in Probing Prompting learning. Therefore, it can be concluded that the Probing Prompting learning model has a significant effect on students' mathematical representation ability in the Pythagorean theorem material.