Nonik Indrawatiningsih, Purwanto, Abdur Rahman As'ari, Cholis Sa'dijah
Argumentation is a process of constructing an argument consisting of statement and conclusion. When constructing an argument, students frequently mistake proving a valid argument. This study aimed at locating students' mistakes in solving argumentative problems based on Bloom Taxonomy indicators. This study employed the descriptive quantitative design. The subject of this study involved 72 students of the 10th Grade in a public high school in Pasuruan, East Java, Indonesia. Meanwhile, the instrument used to gather the data was a written test whose validity and reliability was tested using the Cronbach Alpha value of 0.874. The result of the test given to the 72 students was analyzed by reducing, displaying the data, and drawing a conclusion. Based on the findings, it could be concluded that most students did not solve the problems thoroughly due to their procedural and conceptual mistakes in proving a valid argument. The majority of students could achieve the cognitive ability of draw conclusion level, shown by the ratio of student with mathematical argumentation ability test to total students by 0.6. It is advised that the achievement of student's cognitive ability be improved through defragmenting of student's thinking structure in solving a valid argumentative problem. © 2020 The Authors.
Doctoral Study Program of Mathematics Education, Faculty of Mathematics and Science, Universitas Negeri Malang, Jl Semarang No. 5, East Java, Indonesia; Department of Mathematics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Jl Semarang No. 5, East Java, Indonesia
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