Hamda Hamda, Fajar Arwadi, Sukarna Sukarna, Rahmat Syam
Several studies have suggested that argumentation ability can improve the understanding of students on some multivariable-calculus topics. The present study describes a one-cycle design research, a research method which aims at creating instructional theory at any specific topic, which specifically designs a sequence of learning in the form of Hypothetical Learning Trajectory (HLT) which can enhance students' argumentation skills which is then theoretically increase their understandings. The argumentation theory of this study refers to Toulmin argumentation model. The HLT which is set consists of several activities experimented to six college students majoring in mathematics. The collected data consist of students' works, tests before and after instruction, field notes, mini-interviews, and video recordings of every lesson. The findings of this study suggest that the given instruction generally can promote students' learning and understanding. They generally know the concept of how to solve the problems given since there should be warrants for each step of the problem solving process although some of them couldn't complete it well. Therefore, the increase of algebraic skills are necessary to put in the HLT in order to make them solve the problems comprehensively. © 2020 ACM.
Mathematics Department, Universitas Negeri Makassar, Makassar, Indonesia
