REVIEW JURNAL

STUDENTS’ STATISTICAL REASONING IN STATISTICS METHOD

COURSE

Judul Students’ Statistical Reasoning In Statistics Method Course

Nama Jurnal Journal of Mathematics Education
Volume dan Halaman Vol. 14 No. 1, Page 82 - 90
Tahun 2020
Penulis Rohana, Yunika Lestaria Ningsih

Link Download https://ejournal.unsri.ac.id/index.php/jpm

Review Results:
Many students have difficulty understanding statistics. This study aims to determine
students' statistical reasoning about inference statistics, specifically focusing on the subject
matter of testing hypotheses about two-sample hypotheses testing. Data for this study were
collected through tests and interviews.

The results of the data analysis revealed significant findings. Among the participating
students, 32% exhibited level 1 statistical reasoning, which is the lowest level, while 20% were
at level 2, 28% at level 3, 12% at level 4, and only 8% reached level 5, which is the highest level
of statistical reasoning. These findings indicate that students' statistical reasoning abilities in
learning statistical methods are not satisfactory, and they struggle significantly in their reasoning
skills.

The importance of statistical education in students' lives is undeniable, given the wide-
ranging applications of statistics in daily life. However, the observed difficulties in statistical
reasoning call for a more effective approach to teaching statistics, particularly in higher
education settings.

Statistical reasoning is a key component of understanding and applying statistical

concepts. According to Garfield (2002), statistical reasoning is divided into five levels:
idiosyncratic reasoning (level 1), verbal reasoning (level 2), transitional reasoning (level 3),
procedural reasoning (level 4), and integrated process reasoning (level 5). These levels represent
different stages of students' ability to understand and apply statistical processes.

Given the significance of statistical reasoning, it is crucial to assess the level of statistical
reasoning achieved by students. This study specifically aims to determine the level of statistical
reasoning among third-year students in the Mathematics Education Department at Universitas
PGRI Palembang.

The research methodology employed in this study is descriptive, focusing on describing

students' levels of statistical reasoning in the statistics method course. The assessment criteria
include the students' ability to accurately answer questions related to statistical reasoning, as well
as their performance in interviews.

The study's results and discussion are based on the data obtained through written tests and
interviews. The analysis aimed to identify the students' level of statistical reasoning according to
Garfield's framework (2002) and pinpoint any misconceptions they may have.

In conclusion, this study highlights the challenges students face in developing their
statistical reasoning abilities. Addressing these challenges is crucial for improving statistical
education and ensuring that students can effectively apply statistical concepts in real-world
situations.