|
| Rated aspects | Meeting | Average |
| 1 | 2 | 3 |
|
| Phase 1: Introduction | |
| Informing the topic to be studied and learning indicators through student worksheets (LKM) | 3 | 4 | 4 | 3.67 |
| Assigning students to link teaching materials with material that has been studied through LKM | 4 | 4 | 4 | 4.00 |
| Allowing students to ask questions that are not clear | 3 | 3 | 4 | 3.33 |
| Explain or provide direction to students about questions asked by students (things that are not understood) | 3 | 4 | 4 | 3.67 |
| Phase 2: Presentation of teaching materials |
| Presenting information on teaching materials through LKM | 4 | 4 | 4 | 4.00 |
| Allowing students to do an introduction to initial knowledge at the LKM | 3 | 3 | 4 | 3.33 |
| Discussing the introduction to initial knowledge with students | 4 | 4 | 4 | 4.00 |
| Inviting students to ask questions about material that has not been understood | 3 | 3 | 4 | 3.33 |
| Giving direction to students about questions asked by students (things that have not been understood) | 3 | 4 | 4 | 3.67 |
| Phase 3: Reasoning |
| Asking students to solve problems in the LKM by revealing the components of mathematical arguments, namely, data, claims, warrants, backing, and qualifiers and making mathematical argument schemes | 3 | 3 | 4 | 3.33 |
| Allowing students to ask questions related to problem solving, if something is not understood | 4 | 4 | 4 | 4.00 |
| Provide direction related to student questions by providing stimulation so that they can come up with ideas to solve problems | 4 | 4 | 4 | 4.00 |
| Phase 4: Arguments not in-dialog |
| Asking students to directly ask themselves about their thoughts, what to do, how to do it, and how effective their thinking is | 3 | 4 | 4 | 3.67 |
| Asking students to reflect on the truth of their answers to convince themselves that there is something to approach and argue with themselves | 3 | 3 | 4 | 3.33 |
| Phase 5: Aarguments in small dialogue |
| Forming small groups (2–3 students) based on student answers | 4 | 4 | 4 | 4.00 |
| Asking students to havea discussion | 4 | 4 | 4 | 4.00 |
| Asking students to submit ideas and arguments that have been compiled | 3 | 3 | 4 | 3.33 |
| Asking students to exchange ideas | 3 | 4 | 4 | 3.67 |
| Asking students to convince their group members that their ideas are correct with logical arguments | 3 | 3 | 4 | 3.33 |
| Asking students to give conclusions from the results of their group discussions | 4 | 4 | 4 | 4.00 |
| Phase 6: Arguments in large/class dialog |
| Asking group representatives to present the results of the discussion with logical arguments | 4 | 4 | 4 | 4.00 |
| Asking students to respond to presentations made by their friends | 3 | 3 | 4 | 3.33 |
| Phase 7: Assessing student arguments |
| Paying attention to and checking/correcting student arguments and student work | 3 | 4 | 4 | 3.67 |
| Providing emphasis/reinforcement on the discussion results in the truth of the arguments presented | 3 | 4 | 4 | 3.67 |
| Phase 8: Conclusion |
| Asking students to conclude or emphasize the core of the material that has been studied | 3 | 3 | 4 | 3.33 |
| Delivering the material that will be studied at the next meeting | 4 | 4 | 4 | 4.00 |
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