Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.25, 2016 The Enhancement of Mathematical Reasoning Ability of Junior High School Students by Applying Mind Mapping Strategy Carolina. S. Ayal Yaya S. Kusuma Jozua Sabandar Jarnawi Afgan Dahlan Abstract Mathematical reasoning ability, are component that must be governable by the student. Mathematical reasoning plays an important role, both in solving problems and in conveying ideas when learning mathematics. In fact there ability are not still developed well, even in middle school. The importance of mathematical reasoning ability (KPM are parallel in improving student skill to mastery those three abilities. Therefore it is necessary to apply learning strategy that is expected to improve the KPM, in mathematics teaching. This research applied mind mapping strategy (SMM) as an alternative to improve all three. This aims to find out contribution level in SMM application to ward the enhancement of mathematical reasoning ability, at school rank (low , high and medium), KAM (high, medium and low). The research is a quasi-experimental research by using Pretest and Posttest Control Group Design. The sample in this research is 130 students in eight of two School in Ambon. Each school represents high school rank and medium school rank. The hypothesis was tested at 5% significance level. The data were analysed by applying the Kolmogorov-Smirnov (KS), Levene test, t-test, t’-test , Mann- Whitney U test, and ANOVA two lines. The result shows that:(1) there is a difference achievement, the enhancement of KPM, in experiment class and control class; (2) there is an interaction between learning and school rank in enhancing the ability of mathematical reasoning; (3) there is no interaction between learning and KAM in increasing reasoning ability. Keywords: mathematical reasoning ability, mind mapping strategy. A. Background Mathematics as a subject, should be given to all students to begin from elementary school to supply students with the ability to think logically, analytical, systematic, critical, and creative, as well as the ability to cooperate. For students in addition to support and develop other sciences, mathematics is also required for the provision plunge and socializing in public life. On a given subject, mathematics can be regarded as a network concept because it consists of several concepts related to one another. Learning conditions and junior high school students' understanding of the subject matter including mathematics is not satisfactory, as proposed by the Directorate of PLP that learning in junior high school text books inclined to be oriented and less related to the daily lives of students. Learning inclined to abstract, and the lecture method used by teachers in teaching make difficult concepts understood by the students. Learning is still fixated on the pattern of the source material presented books. Most teachers in teaching students pay less attention to the ability of reasoning, or in other words the methods used less varied, consequently student motivation becomes difficult, and the learning patterns of students simply memorize and mechanistic (Widdiarto, 2004). This makes students tend to think in mechanistic and less hone reasoning way, so that when students are faced with problems or new problems, students find it difficult to solve, especially with demand reaching minimum completeness criteria (KKM) schools was set at 65. These conditions require learning undertaken by teachers with varying methods that can condition the student to be able to face problems or unusual problems as encountered in the classroom. In fact the learning of mathematics in schools is still dominated by the activity of the exercises for the achievement of the basic mathematical skills (basic mathematical skills) alone. "Transfer of knowledge" from teachers to students, is a custom that is used by teachers to teach orientation using conventional methods. This resulted in a lack of achievement, learning and mathematical learning outcomes of students. According Pranoto (in Latif, 2011), approximately 76, 6% of junior high school students turned out to be judged "blind" mathematics. Facing such conditions, the learning of mathematics must change the image of mechanistic become humanistic learning fun. This means, in the learning of mathematics teachers should provide learning well and focused, so that materialized rich interaction and quality between teachers and students, students and teachers, and students with student, thereby not only learning the monotony and centered to teachers alone. Teaching mathematics and mathematical reasoning are the two things are interrelated and can not be separated because the material is understood through reasoning and mathematical reasoning to understand and drilled through learning mathematics (Depdiknas, 2002). This means that mathematical reasoning is an important part in mathematics, because the mathematical reasoning students can complete math problems. Therefore, in the study of mathematics must have regard to the reasoning, since mathematical reasoning abilities will illustrate math skills. In reality, the math teacher rarely junior high school (SMP) students' attention to mathematical reasoning abilities. Lack of mathematical reasoning skills students junior high school (SMP) is a major problem in mathematics education. One of the goals of mathematics teaching junior high school (Curriculum 2006: 246) 50 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.25, 2016 is to develop creative activity, as well as having an attitude of curiosity, attention, and interest in studying mathematics, as well as a tenacious attitude in solving problems. With the above purpose means a math lesson should be given to all students from elementary schools (SD) to high school so that students have the ability to reason, logical thinking, analytical, systematic, critical, creative, problem solving and generalization. For that, we need a learning strategy that is deemed appropriate and specific so that it can improve students' mathematical reasoning abilities. One strategy that is expected and able to make the learning environment to attract, motivate students and fun when students learn the material through a strategy of learning mathematics is Mind Mapping (mind maps). Mind mapping was developed by Buzan in 1970 based on research on how the brain processes information. The brain takes information from a variety of signs, both images, sounds, scents, thoughts and feelings. Sugiarto (2004: 75) argues that Mind Mapping is a good learning strategies used by teachers to improve memorized, understanding the concept of a strong student, and student creativity through the freedom of imagination. Mind mapping (mind maps) is also a technique summarizes the material to be studied and projected problems encountered in the form of a map or chart techniques, making them easier to understand. In addition Buzan (2012) argues that the study of mathematics by using mind mapping strategies (mind map) will improve students' motivation to memorize and strong, as well as students become more creative. In addition to teaching and learning activities will be more interesting, students would be more motivated by the learning of mathematics. From the above definition can be argued that the strategy mind mapping application (mind maps) in mathematics, is expected to increase motivation to learn mathematics and students memorized power. From the above description, authors are encouraged to research on "Improvement of Mathematical Reasoning Ability Junior high school students using Mind Mapping Strategies. B. Formulation of the Problem Issues that were examined in this study was formulated as follows: 1. Are the achievement and improvement of mathematical reasoning abilities of students who acquire learning with mind mapping strategy (SMM) is better than mathematical reasoning abilities of students who received conventional learning (PK)? 2. Is there an interaction between learning (SMM and PK) and ranked schools (high and medium) to the improvement of students' mathematical reasoning abilities? C. Research Purposes In accordance with the formulation of research problems, the goal of this research is: 1. To examine comprehensively the achievement and improvement of mathematical reasoning skills students acquire learning with mind mapping strategy (SMM) and conventional learning (PK). 2. To examine in depth how much interaction between learning (SMM and PK) and ranked schools (high and medium) to the improvement of students' mathematical reasoning abilities. D. Profit Research The result is expected to be useful for: 1. Teacher: for teachers of this study can provide a correct understanding of a material on a particular topic, so that students can understand the material to develop mathematical reasoning abilities of students through the mathematical mind mapping strategy (SMM). 2. Student: for students of this study provide a new experience and a lot for students to actively participate in the learning of mathematics in the classroom, so that in addition to developing students' mathematical reasoning abilities so that there is an increase in student achievement, it also makes the learning of mathematics more meaningful and useful. 3. Researchers: for researchers empirically can improve the ability of researching, developing learning models with mind mapping strategy as a theory which was