Influence of learning strategy and authentic assessment toward students' mathematical proving ability by controlling prerequisite concepts understanding Available to Purchase

This research aimed to obtain information about the influence of learning strategy and authentic assessment of students' mathematical proving abilities by controlling prerequisite concepts understanding. This study was conducted since there are still a lot of students from Mathematics or Mathematics Education Programs who find it hard to work with mathematical proving concepts. This study was a quasi-experimental study, with the dependent variable was the mathematical proving ability The independent variable (Y) was the learning strategy (A) and the authentic assessment (B), while the covariate variable was prerequisite concepts understanding (X). The data were analyzed with the two ways Analysis of Covariance (ANCOVA) to test the main effect and the interaction effect, followed by a t-test to analyze one side's main effect. From the results, it was obtained that after controlling prerequisite concept understanding, students' mathematical proving abilities were: 1) higher in the application of abductive-deductive strategy compared to the application of conventional learning; 2) higher in the application of performance assessment techniques compared to the application of portfolio assessment techniques; 3) there was an interaction effect in the application of learning strategy and authentic assessment toward students' mathematical proving abilities. This study provides an alternative for abstract mathematics lecturers to apply joint learning strategies with the assessment techniques that can develop students' Mathematical Proving Ability.