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GENERAL REMARKS AND RECOMMENDATIONS TO THE AUTHOR
Various studies on the ECIRR learning model on the mastery of student concepts have been carried out (Effendi,
Muhardjito, & H, 2017) various studies in improving mathematical reasoning abilities have also been carried
out. (Edıt this sentence)
Students will be motivated in learning if learning makes students more active and attracts students' attention.
(Edit the red text)
According to Sumartini mathematical reasoning of students can be stimulated by various cooperative learning
models that can make students active in the learning process (Sumartini, 2018). (Edit the red text)
The Manuscript concluded that the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model
influences the ability of mathematical reasoning and can increase students' learning motivation, but it
needs more discussion about corelation of ECIRR learning model and increasing of students' learning
motivation.
It needs more deeply discussions about correlation of ECIRR models and Reasioning abilty, ECIRR models and
Learning motivations, also correlation of Learning motivation and Reasioning ability.
The Languages especially the sentences and grammar need to be improved
[A1] Need to explain the stages and instruments used

[A2] See Table 1. The addition of writing to "A2" in Conventional Learning.
[A3] There is no information about the research sample, need more complete explanation about the research
sample (how to determine, amount, time and etc).
[A4]: Use Statement/The researcher conclusions before quoting the statement of the other party.
ISSN: 2165-8714
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Reviewer Code: R2612 (The name of referee is hidden because of blind review)
The Effect of the ECIRR Learning Model on
Mathematical Reasoning Ability in terms of Student
Learning Motivation
Abstract:This study aims to determine the impact of the ECIRR(Elicit, Confront, Identify,
Resolve, Reinforce) learning model on students' mathematical reasoning abilities in terms of
student motivation. The research method used was a quasy experimental method with a post-test
only control design research design. The data analysis technique used is hypothesis testing using
ANAVA 2 paths. Based on the research results obtained that (a) There is an influence of the
ECIRR(Elicit, Confront, Identify, Resolve, Reinforce) learning model on mathematical reasoning
abilities. (b) There is an influence of student learning motivation on mathematical reasoning
abilities. (c) There is no interaction between the treatment of learning models and categories of
students' learning motivation towards mathematical reasoning abilities. So as a whole it can be
concluded that the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model
influences the ability of mathematical reasoning and can increase students' learning motivation.
Keywords:ECIRR, mathematical reasoning ability, student learning motivation.
Introduction
Mathematics has an important role as a basis for logic and reasoning, as well as quantitative
solutions that can be used for other lessons. In accordance with one of the goals of
mathematics learning according to Ministry of Education Regulation No.22 of 2006 is to use
reasoning on patterns and traits, carry out mathematical manipulations in making
generalizations, compiling evidence or explaining mathematical ideas and statements (Sari,
2014). Mathematical reasoning abilities need to be the focus of attention in mathematics
learning. Because through reasoning students can use their reasoning to think in learning
mathematics.
Mathematical reasoning ability is one of the important abilities to be trained, because this
ability is one of the goals in learning (Sumartini, 2018) and is the ability to think that sees the
phenomenal that arises then arranged to draw conclusions (Riyanto & Siroj, 2014). But in
reality, the low reasoning ability of students is still a problem that occurs at this time. One of
the factors that influence the lack of improvement in students' mathematical reasoning is the
learning model used by educators. Monotonous learning and not attracting the attention of
students will make students tend to be lazy and will reduce the level of student learning
motivation(Abdurrahman et al., 2019). The selection of the right learning model will help
students understand the mathematics learning material (Diani, Herliantari, Irwandani, Saregar,
& Umam, 2019). One learning model that can be used is a cooperative learning model
(Lestari et al., 2019). Cooperative learning is a learning process where students are active,
positive and learn to work together in groups(Putri Wulandari, Mujib, 2016). According to the
results of research some experts show that the influence of the use of cooperative models
makes students 'mathematical learning achievement better than students' mathematical
learning achievements using conventional learning methods (A. P. Kusuma, 2017). One of the
cooperative models that can be used to improve students' mathematical reasoning abilities and
learning motivation is the learning model ECIRR (Elicit, Confront, Identify, Resolve,
Reinforce).In addition to the learning model, motivation is also one of the causes of success or
failure of learning (Sriwidiarti, 2016) If the motivation is strong enough he will decide to do
learning activities. Conversely, if the motivation is not strong enough he will decide not to
carry out learning activities(Diani, Irwandani, et al., 2019), because motivation arises from
within or from outside himself (Badrun & Hartono, 2013; Farhan & Retnawati, n.d.; Supriadi
et al., 2018).
Various studies on the ECIRR learning model on the mastery of student concepts have been
carried out (Effendi, Muhardjito, & H, 2017) various studies in improving mathematical
reasoning abilities have also been carried out (Indriani, 2018; Nopitasari, n.d.; Setiawan,
2016; Sumartini, 2018; Zahara, 2014) as well as previous research that reviews student
motivation (Anita, 2015; Arifin Handoyo & Arifin, 2016; Badrun & Hartono, 2013; Badu
Kusuma & Utami, 2017; Ghofuri, Sanusi, & Krisdiana, 2014; Maduretno, Sarwanto, &
Sunarno, 2016; Meriyana, Tandiayuk, & Paloloang, 2016; Setiawan, 2016; Wardani, 2015).
But there is no research that applies the ECIRR learning model to mathematical reasoning
abilities in terms of learning motivation.
Based on the previous research, researchers are interested in conducting research with
renewal, that is, seeing the effect of the ECIRR learning model on mathematical reasoning
abilities in terms of learning motivation. So, the purpose of this study is to determine the
impact of the ECIRR learning model on mathematical reasoning ability in terms of student
learning motivation.
Methodology
Research Design Comment [A1]: need to be

explained more comprehensively
This type of research used in this study is a quasi-experimental study with a posttest only
control design. The research design is described as in Table 1.
Table 1. Research design
Motivation to learn (Bj)

Treatment (A1)
High (B1) Normally (B2) Low (B3)
ECIRR Learning Model (A1) A1B1 A1B2 A1B3

Comment [A2]: (A2)
Conventional Learning A2B1 A2B2 A2B3
Research Sample Comment [A3]: need more

complete explanation about the
research sample
Data collection techniques using tests, interviews and questionnaires. Research instruments
include tests of mathematical reasoning ability and learning motivation questionnaires. The
data analysis technique used to test the research hypothesis is the ANAVA test, before
conducting a hypothesis test, a prerequisite test is performed, namely the normality test
using the Liliefors test and the homogeneity test using the Bartlet Test.
Findings / Results
Based on the results of data processing the results of tests of mathematical reasoning ability of
students with descriptive analysis and data from the two groups are in a balanced state then
the recapitulation results obtained from the observation are as follows:
Table 2. Description of Observation Data Mathematical Reasoning Ability Tests
Measuring Central Size of Group

Class Tendency Variance
̅ Me Mo R S
Experiment 94 58 75.800 76 76 36 9,208
Control 90 50 70.067 72 74 40 9,861
Based on Table 2.the experimental class obtained the highest value ( ) = 94, and lowest
value ( ) = 58. The average in the experimental class is 75.8, with the middle value
(median) 76, values that often appear (mode) 76, and range of values (R) 36, and standard
deviation 9,208. Then, in the control class the highest value ( ) 90, and lowest value
( ) 50. The average in the experimental class is 70.067, with the middle value (median)
72, values that often appear (mode) 74, and range of values (R) 40, and standard deviation
9,861.
In addition to testing the mathematical reasoning ability test, questionnaire data related to
learning motivation were also shared with students. The questionnaire data that was analyzed
obtained the number of learning motivations included in the 3 criteria that can be seen in
Table 3.
Table 3. Description of Observation Observation Questionnaire Data
Learning Motivation Criteria

Class ̅ S
High Normally Low
Experiment 86,567 11,805 6 20 4
Control 84,333 11,586 4 20 6
Based on Table 3.the experimental class obtained an average value of 86,567 and a standard
deviation of 11,805. So, it can be categorized that there are 6 students with high learning
motivation, 20 students who are categorized as moderate learning motivation, and 4 students
who are categorized as low learning motivation. While the control class obtained an average
value of 84,333 and a standard deviation of 11,586. So, it can be categorized that there are 4
students with high learning motivation, 20 students who are categorized as moderate learning
motivation, and 6 students who are categorized as low learning motivation.
After all the test data has been collected, it will be used as a hypothesis test using 2-way
ANAVA, but before the hypothesis test is carried out, the prerequisite test will be conducted
first using the normality and homogeneity test. The normality test results can be seen in Table
4.
Table 4. Recapitulation of Normality Test Results
Class
Experiment 0.139 0.159
Control 0.112 0.159
High motivation 0.200 0.261
Normally motivation 0.121 0.138
Low motivation 0.178 0.261
Based on Table 4. In the experimental class obtained with ,
Control class is obtained with while the motivation to learn
for students classified as high motivation is obtained 0.200 with a sample of 10
respondents and 0.261, for students belonging to the motivation (Munifah, Romadhona,
et al., 2019) being obtained 0.121 with a sample of 40 respondents and 0.138
and for students belonging to low motivation is obtainedn 0.178 with a sample of 10
respondents and 0.261. based on all the normality test results it can be concluded that
all groups have which mean H0 accepted which means the data comes from a
normally distributed population (Huda et al., 2019).
Furthermore homogeneity tests were performed using test tlett on test data and questionnaires
using a significance level of 5%. The test can be said to be homogeneous if
The results of the calculation test between the experimental class and the control class
get a value = 0.136 with = 3.481, while for the categories of learning
motivation that are high (Hartinah et al., 2019), medium and low score = 1.196 with
= 5.991. So, it can be concluded that the sample came from a homogeneous
population (Munifah, Huda, et al., 2019). After knowing all the data of each group is normally
distributed and comes from the same variance, then the hypothesis test can then be performed
using 2 way ANAVA (Habibi et al., 2019). The recapitulation of ANAVA 2 road can be seen
in Table 5.
Table 5. Recapitulation of the results of the 2 road ANAVA
Source JK dK RK
Learning (A) 370.671 1 370.671 7.153 4.020
Motivation (B) 274 2 1372.5 26.485 3.168
Interaction (AB) 88.2 2 44.100 0.851 3.168
Error 2798.4 54 51.822 - -
Total 6002.271 59 - - -
This explanation indicates that the need for further testing is a double comparison test using
the Schuffee method '. The aim of this further test is to see the more significant influence of
the independent variables, namely the ECIRR learning model (Munifah, et al., 2019) and
learning motivation on the dependent variable, namely the students' mathematical reasoning
ability (Sagala, Umam, Thahir, Saregar, & Wardani, 2019).
Table 6. Calculation of the Double Column Comparation Test
No H0 Fcount Ftable Test Decision

1 32.457 6.336 H0 rejected
2 38.593 6.336 H0 rejected
3 4.670 6.336 H0 accepted
Following are the conclusions of the double comparison test between columns in Table 6:
a) Intermediate calculation results obtained which mean be
rejected. So there is a significant influence between high learning motivation and
moderate learning motivation on mathematical reasoning abilities. Based on Table 6, it
can be seen that the mean marginal motivation is high, amounting to 86 greater than the
average marginal motivation being, at 71.5. So it can be concluded that students who are Comment [A4]: The researcher
conclusions before quoting the
statement of the other party
included in the category of high learning motivation are better than students who are
included in the category of moderate learning motivation (Sriyakul et al., 2019) towards
mathematical reasoning ability.

b) Intermediate calculation results obtained which mean be
rejected. So there is a significant influence between high learning motivation and low
learning motivation on mathematical reasoning abilities. The mean marginal of high
motivation, by 86 is greater than the marginal rate of low motivation, by 66. So it can be
concluded that students who are included in the category of high learning motivation are
better than students who are included in the category of low learning motivation towards
mathematical reasoning abilities.
c) Intermediate calculation results obtained which mean be
accepted. So that there is no significant effect between moderate learning motivation and
low learning motivation on mathematical reasoning abilities.
Discussion
Students will be motivated in learning if learning makes students more active and attracts
students' attention (Astamega, 2018). According to Sumartini mathematical reasoning of
students can be stimulated by various cooperative learning models that can make students
active in the learning process (Sumartini, 2018). This is in line with the results of research
conducted by the author that the activeness of students who were given the implementation of
the ECIRR model makes students have better mathematical reasoning abilities compared to
students who were treated with conventional methods (Prastowo et al., 2019).
The ECIRR model is a model of the learning process actively involving students to create an
understanding of oneself. This ECIRR learning has the advantage that the teacher can know
the initial knowledge possessed by the student is correct or there is still a mistake because in
this lesson students can identify their knowledge (Rahmawati, Lestari, & Umam, 2019), can
accustom students to discuss and express opinions using clear and logical language for
answers that they think are correct so they can respect one another(Silaban, Suhandi,
&Gunanto, 2017). Also based on the results of previous research by Apriyani, revealed that
the use of the ECIRR model in mathematics learning can improve students' mathematical
reflective thinking skills (Apriyani, 2017). This is also in line with the conclusions obtained
from the results of research by Efendi that the use of learning in the ECIRR class can
improve the ability of students to understand (Ramadhani, Huda, & Umam, 2019) the
concept of students better than the class conflict (Effendi et al., 2017). Reviewing students
'learning motivation, Kusuma explained in his research that the ECIRR learning model can
improve students' motivation (Ramadhani, Umam, Abdurrahman, & Syazali, 2019) and
learning outcomes (N. M. Y. Kusuma, Drs. I Wayan Wiarta, & Ida Bagus Gede Surya Abadi,
2014).
Conclusion
Based on the results of research and discussion it can be concluded that (a) There is an
influence of the ECIRR learning model on mathematical reasoning abilities. Students who are
treated with learning using the ECIRR learning model have better mathematical reasoning
abilities compared to students who are treated with conventional learning; (b) There is an
influence of student learning motivation on mathematical reasoning abilities. Mathematical
reasoning ability of students who have high learning motivation is better than students who
have moderate or low learning motivation. Students who have learning motivation who are
getting mathematical reasoning skills as well as students who have low learning motivation;
(c) There is no interaction between the treatment of learning models and categories of student
motivation for mathematical reasoning abilities.
Based on the conclusions of this study, some suggestions can be made so that the teacher can
apply the ECIRR learning model and for further researchers to examine the effect of the
ECIRR learning model on other subjects to improve students' mathematical reasoning

abilities, or be expected to be able to see how other mathematical abilities possessed students
by applying the use of the ECIRR learning model.
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Wardani, D. T. (2015). Pengaruh Pembelajaran Kooperatif Tipe STAD (Student Teams
Achievement Divisions) Dan Jigsaw Terhadap Prestasi Belajar Ekonomi Ditinjau Dari
Motivasi Belajar Siswa Tahun Ajaran 2014/2015. Equilibrium, 3(2), 105–112.
Zahara, S. (2014). Peningkatan Kemampuan Penalaran Logis dan Komunikasi Matematis
Melalui Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) di SMP Negeri 24
Medan. Jurnal Pendidikan Matematika Paradikma, 7(3).
ISSN: 2165-8714
Review Form
Manuscript ID: EU-JER_ID#2001160411 Date: ………….. 2020
The Effect of the ECIRR Learning Model on Mathematical Reasoning Ability in terms of
Manuscript Title:
Student Learning Motivation
Accept Weak Refuse
 Look for more recent journals

After I read this journal, there are some things that need to be repaired
 Consistent in the use of referral, for example in the use of et. al or dkk
 What is contained in the method?
 Who is the sample and population?
 clarified the sample population
 less obvious analytical technique used
Position yourself as a reader. Adjust to the template, what examples are contained in the method. The results
adjust to the hypothesis used. Use graphics to explain results.
My major difficulty in reviewing this manuscript, that turned into the major concern about its relevance to the
EJER, dealt with the references listed. Almost ¾ of the references are from journals published in languages other
than English - the language of EJER. Even the titles of those papers were not translated into English by the author.
For example, the first two references (Sari, 2014; Sumartini, 2018) in support of major initial statements by the
author belong to those publications. As a reviewer, I was unable to verify the accuracy of the statements in terms
of their relation to the literature sources. I noticed that several references include the word FISIKA (e.g.,
Astamega, 2018; Effendi et al., 2017). But FISIKA is not mathematics, as I understand.

Conditionally Accepted: Major Correction Required X
Refused
Learning Motivation
Abstract: This study aims to determine the impact of the ECIRR (Elicit, Confront, Identify,
ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model on mathematical reasoning
influences the ability of mathematical reasoning and can increase students' learning motivation.
Keywords: ECIRR, mathematical reasoning ability, student learning motivation.
Introduction
mathematics.
positive and learn to work together in groups (Putri Wulandari, Mujib, 2016). According to
the results of research some experts show that the influence of the use of cooperative models
Reinforce). In addition to the learning model, motivation is also one of the causes of success
or failure of learning (Sriwidiarti, 2016) If the motivation is strong enough he will decide to
do learning activities. Conversely, if the motivation is not strong enough he will decide not to
et al., 2018).
Methodology
Research Design
This type of research used in this study is a quasi-experimental study with a posttest only
control design. The research design is described as in Table 1.

Treatment (A1)
Conventional Learning A2B1 A2B2 A2B3
Research Sample
Findings / Results

̅ Me Mo R S
Experiment 94 58 75.800 76 76 36 9,208
Control 90 50 70.067 72 74 40 9,861
Based on Table 2. the experimental class obtained the highest value ( ) = 94, and lowest
9,861.
Table 3.

Class ̅ S
High Normally Low
Experiment 86,567 11,805 6 20 4
Control 84,333 11,586 4 20 6
Based on Table 3. the experimental class obtained an average value of 86,567 and a standard
first using the normality and homogeneity test. The normality test results can be seen in Table
4.
Table 4. Recapitulation of Normality Test Results
Class
Experiment 0.139 0.159
Control 0.112 0.159
High motivation 0.200 0.261
Normally motivation 0.121 0.138
Low motivation 0.178 0.261
Based on Table 4. In the experimental class obtained with ,
Narrowed down, use pictures or graphics to explain the results

Furthermore homogeneity tests were performed using test tlett on test data and questionnaires
The results of the calculation test between the experimental class and the control
class get a value = 0.136 with = 3.481, while for the categories of learning
in Table 5.
Source JK dK RK
Learning (A) 370.671 1 370.671 7.153 4.020
Motivation (B) 274 2 1372.5 26.485 3.168
Interaction (AB) 88.2 2 44.100 0.851 3.168
Error 2798.4 54 51.822 - -
Total 6002.271 59 - - -
the Schuffee method'. The aim of this further test is to see the more significant influence of

1 32.457 6.336 H0 rejected
2 38.593 6.336 H0 rejected
3 4.670 6.336 H0 accepted
average marginal motivation being, at 71.5. So it can be concluded that students who are
included in the category of high learning motivation are better than students who are
included in the category of moderate learning motivation (Sriyakul et al., 2019) towards
mathematical reasoning ability.

Shortened. Do not be so clear. Make yourself a reader. How to make this
journal contents can make the reader curious.
Discussion
answers that they think are correct so they can respect one another (Silaban, Suhandi, &
Gunanto, 2017). Also based on the results of previous research by Apriyani, revealed that the
use of the ECIRR model in mathematics learning can improve students' mathematical
2014).
Conclusion

References
Anita, I. W. (2015). Pengaruh Motivasi Belajar Ditinjau Dari Jenis Kelamin Terhadap
Kemampuan Berpikir Kritis Matematis Mahasiswa. Jurnal Ilmiah UPT P2M STKIP
Siliwangi, 2(2), 246–251.
Apriyani, R. (2017). Pengaruh Model Pembelajaran ECIRR (Elicit, Confront, Identify,
Resolve, Reinforce) terhadap Kemampuan Berpikir Reflektif Matematis Siswa (B.S.
thesis). Jakarta: FITK UIN Syarif Hidayatullah Jakarta.
Arifin Handoyo, N., & Arifin, Z. (2016). Pengaruh Inquiry Learning Dan Problem Based
Learning Terhadap Hasil Belajar PKKR Ditinjau dari Motivasi Belajar. Jurnal
Pendidikan Vokasi, 6(1), 31–42.
Astamega, S. (2018). Pengaruh Model Pembelajaran ECIRR Berbantuan Information and
Communication Technology (ICT) terhadap Prestasi Belajar Fisika Siswa Kelas X
MIPA. SKRIPSI Jurusan Fisika - Fakultas MIPA UM, 0(0).
Badrun, & Hartono. (2013). Keefektifan Metode Pembelajaran Kooperatif Model STAD
Ditinjau dari Prestasi dan Motivasi Belajar Siswa di Kelas VIII SMP. PYTHAGORAS:
Jurnal Pendidikan Matematika, 8(2), 120–134.
Badu Kusuma, A., & Utami, A. (2017). Penggunaan Program Geogebra dan Casyopee dalam
Pembelajaran Geometri Ditinjau dari Motivasi Belajar Siswa. Jurnal Mercumatika, 1(2),
119–131.
Instructions (ALBICI) to Improve Critical Thinking Ability. Jurnal Penelitian Dan
Pembelajaran IPA, 5(1), 48. https://doi.org/10.30870/jppi.v5i1.3469
Effendi, M., Muhardjito, & H, S. K. (2017). Pengaruh Model Pembelajaran ECIRR Terhadap
Penguasaan Konsep Fisika Pada Siswa SMK. Jurnal Pendidikan Sains, 4(3), 113–121.
Farhan, M., & Retnawati, H. (n.d.). Keefektifan PBL Dan IBL Ditinjau dari Prestasi
Belajar,Kemampuan Representasi Matematis, dan Motivasi Belajar. Jurnal Riset
(Problem Based Learning) Ditinjau Dari Motivasi Belajar Siswa. JIPM : Jurnal Ilmiah
PRISMA, 8(2), 173–181.
Indriani, L. F. (2018). Kemampuan Penalaran Matematis dan Habits Of Mind Siswa SMP
dalam Materi Segiempat dan Segitiga. Jurnal Math Educator Nusantara, 4(2), 87–94.
Spasial Siswa. Al-Jabar : Jurnal Pendidikan Matematika, 135–144.
Pengaruh Model Pembelajaran Elicit Confront Identify Resolve Reinforce (Ecirr)
Berbantuan Media Audiovisual Terhadap Hasil Belajar Matematika Siswa Kelas Iv Sd
Gugus Singakerta Tahun Ajaran 2013/2014. MIMBAR PGSD Undiksha, 2(1).
Maduretno, T. W., Sarwanto, & Sunarno, W. (2016). Pembelajaran IPA Dengan Pendekatan
Saintifik Menggunakan Model Learning Cycle dan Discovery Learning Ditinjau Dari
Aktivitas Dan Motivasi Belajar Siswa Terhadap Prestasi Belajar. JPFK, 2(1), 1–11.
Meriyana, Tandiayuk, M. B., & Paloloang, B. (2016). Profil Berpikir Siswa Kelas VIII SMP
Dalam Menyelesaikan Soal Cerita Aljabar Berpandu PadaTaksonomi SOLO Ditinjau
Dari Tingkat Motivasi Belajar Matematik. Aksioma : Jurnal Pendidikan Matematika,
5(1), 1–13.
Change, 8(8), 363–383.
https://doi.org/10.1017/CBO9781107415324.004
System and Islamic Learning System in Indonesia. Tadris Jurnal Keguruan Dan Ilmu
Tarbiyah, 4(2), 159–170. https://doi.org/10.24042/tadris.v4i2.4893
Nopitasari, D. (n.d.). Pengaruh Model Pembelajaran Creative Problem Solving (Cps)
Terhadap Kemampuan Penalaran Adaptif Matematis Siswa. M a T H L I N E: Jurnal
Syazali, M. (2019). Academic Achievement And Conceptual Understanding Of
Electrodynamics: Applications Geoelectric Using Cooperative Learning Model. Jurnal
Ilmiah Pendidikan Fisika Al-Biruni, 8(2), 165–175.
https://doi.org/10.24042/jipfalbiruni.v0i0.4614
Putri Wulandari, Mujib, F. G. P. (2016). Pengaruh Model Pembelajaran Investigasi Kelompok
berbantuan Perangkat Lunak Maple terhadap Kemampuan Pemecahan Masalah
Matematis. Al-Jabar : Jurnal Pendidikan Matematika, 7(1), 101–107.
Rahmawati, R., Lestari, F., & Umam, R. (2019). Analysis of the Effectiveness of Learning in
the Use of Learning Modules Against Student Learning Outcomes. Desimal: Jurnal
Matematika, 2(3), 233–240.
Ramadhani, R., Huda, S., & Umam, R. (2019). Problem-Based Learning , Its Usability and
Critical View as Educational Learning Tools. Journal of Gifted Education and
Creativity, 6(3), 219–231.
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The Effect Of Flipped-
Problem Based Learning Model Integrated With LMS-Google Classroom For Senior
High School Students. Journal for the Education of Gifted Young, 7(2), 137–158.
matematika dengan pendekatan konstruktivisme pada siswa sekolah menengah atas.
Jurnal Pendidikan Matematika, 5(2).
Sagala, R., Umam, R., Thahir, A., Saregar, A., & Wardani, I. (2019). The Effectiveness of
STEM-Based on GenderDifferences: The Impact of PhysicsConcept Understanding.
Sari, S. (2014). Pengaruh Pendekatan Pembelajaran Berbasis Masalah Terhadap Kemampuan
Pemecahan Masalah Matematika Siswa Kelas VIII SMP Negeri 1 Padang Tahun
Pelajaran 2013/2014. Jurnal Pendidikan Matematika, 3(2).
Setiawan, A. (2016). Hubungan Kausal Penalaran Matematis terhadap Prestasi Belajar
Matematika pada Materi Bangun Ruang Sisi Datar ditinjau dari Motivasi Belajar
Matematika Siswa. Al-Jabar : Jurnal Pendidikan Matematika, 7(1), 91–100.
Silaban, S. S., Suhandi, A., & Gunanto, Y. E. (2017). Aplikasi Media Simulasi Virtual pada
Model Pembelajaran ECIRR untuk Meremediasi Miskonsepsi Siswa pada Materi
Perubahan Wujud Zat. Prosiding SNFA (Seminar Nasional Fisika dan Aplikasinya),
2(0), 201–213. https://doi.org/10.20961/prosidingsnfa.v2i0.16396
Sriwidiarti, D. (2016). Keefektifan Metode Penemuan Terbimbing dan Metode Pemberian
Tugas pada Pembelajaran Bangun Ruang Sisi Lengkung. Jurnal Pendidikan Matematika
Dan Sains, 4(1), 63–74.
(2019). Internal Supply Chain Integration And Operational Performance Of Indonesian
Fashion Industry Firms : A Supplier to Buyer Approach. Humanities & Social Sciences
pembelajaran berbasis masalah. Mosharafa: Jurnal Pendidikan Matematika, 4(1), 1–10.
G. (2018). The Utilization of Project Based Learning and Guided Discovery Learning:
Effective Methods to Improve Students’ Mathematics Ability. Al-Ta’lim Journal, 25(3),
262–271.
Wardani, D. T. (2015). Pengaruh Pembelajaran Kooperatif Tipe STAD (Student Teams
Achievement Divisions) Dan Jigsaw Terhadap Prestasi Belajar Ekonomi Ditinjau Dari
Motivasi Belajar Siswa Tahun Ajaran 2014/2015. Equilibrium, 3(2), 105–112.
Zahara, S. (2014). Peningkatan Kemampuan Penalaran Logis dan Komunikasi Matematis
Melalui Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) di SMP Negeri 24
Medan. Jurnal Pendidikan Matematika Paradikma, 7(3).
ISSN: 2165-8714
Review Form
Manuscript ID: EU-JER_ID# 2001160411 Date: February, 24, 2020
The Effect of the ECIRR Learning Model on Mathematical Reasoning Ability in terms of
Manuscript Title:
Student Learning Motivation
Accept Weak Refuse
1. The use of conjunction at the beginning of a sentence.
2. Poor literature.
3. Inconsistent written on references.
4. Population and sample of the research are not clear.
5. It missed in-depth discussion.

Conditionally Accepted: Major Correction Required (Need second review after corrections) X
Refused
Learning Motivation
The Effect of the ECIRR Learning Model
Abstract: This study aims to determine the impact of the ECIRR (Elicit, Confront, Identify,
influences the ability of mathematical reasoning and can increase students' learning
motivation.(150-200 words).
Keywords: ECIRR, mathematical reasoning ability, student learning motivation. (3 to 5 keywords)
Introduction
mathematics.
et al., 2018).
Figure 1. The results of Motivation (external and internal) [Source of picture :
https://visionexercisephysiology.com.au/strategies-increase-motivation/]

Methodology
Research Design
This research was a quasi-experimental study using a 2 x 2 factorial design. The treatment
was given to two groups of students, the experimental group and the control group. The
experimental group is a group of students who learn by using the ECIRR learning model, the
control group is a group of students who learn by cognitive conflict models with direct
current electricity teaching material. The population of this study was all students in five
classes XII Private School of Bandar Lampung in the odd semester of the 2018/2019
academic year. Samples were taken using the cluster sampling method and obtained class
XII AP-2 and XII MM-1 as the experimental class, and class XII AP-1 and XII MM-2 as the
control class. The study uses learning tools with the ECIRR model, essay test items to
measure initial knowledge, and multiple choice items to measure students' mastery of
concepts. The research data were analyzed with two-way ANAVA after the prerequisite tests
were carried out: normality test and homogeneity variance test. This type of research used in
this study is a quasi-experimental study with a posttest only control design. The research
design is described as in Table 1.
Treatment (Ai) Motivation to learn (Bj)

Conventional Learning (A2) A2B1 A2B2 A2B3
Research Sample
Implementation of the test at the beginning of the research activity with essay items used to
measure students' initial knowledge. A description of the students' initial knowledge data is
presented in Table 1. The initial knowledge data obtained by students in the ECIRR class and
cognitive conflict were used to classify students into two levels of groups. The two groups are
groups of students with a high initial level of knowledge (high PA) with a score above the
average and a group of students with a low initial level of knowledge (low PA) with a score
below the average. Implementation of the multiple choice item test at the end of the research
activity used an essay used to measure students' mastery of concept concepts.
Data description of students' mastery of physics concepts between groups is presented in
Figure 1. From the results of the analysis with the two path ANAVA, it is concluded that
there are differences in the mastery of students' physics concepts between groups of students
learning through the ECIRR learning model and cognitive conflict models, there are
differences in the mastery of students' physics concepts between groups of students who have
high and low initial knowledge, and there is an influence of interaction of learning models
(ECIRR learning models and cognitive conflict models) and initial knowledge of students'
mastery of physical concepts.
Findings / Results

̅ Me Mo R S
Experiment 94 58 75.800 76 76 36 9,208
Control 90 50 70.067 72 74 40 9,861
9,861.
Table 3.

Class ̅ S
High Normally Low
Experiment 86,567 11,805 6 20 4
Control 84,333 11,586 4 20 6
first using the normality and homogeneity test. The normality test results can be seen in
Figure 2.
0,3
0,25
0,2
0,15 L Count
L Table
0,1
0,05
0
Experiment Control High Normally Low
motivation motivation motivation
Figure 2. The results of Recapitulation of Normality Test Results
Based on Figure 2, the experimental class obtained with ,
Furthermore homogeneity tests were performed using test t on test data and questionnaires
in Table 4.
Source JK dK RK
Learning (A) 370.671 1 370.671 7.153 4.020
Motivation (B) 274 2 1372.5 26.485 3.168
Interaction (AB) 88.2 2 44.100 0.851 3.168
Error 2798.4 54 51.822 - -
Total 6002.271 59 - - -

1 32.457 6.336 H0 rejected
2 38.593 6.336 H0 rejected
3 4.670 6.336 H0 accepted
average marginal motivation being, at 71.5. This research can be concluded that students
who are included in the category of high learning motivation are better than students who
are included in the category of moderate learning motivation towards mathematical
reasoning ability.
Discussion
2014).
Conclusion
References
Anita, I. W. (2015). Pengaruh motivasi belajar ditinjau dari jenis kelamin terhadap
kemampuan berpikir kritis matematis mahasiswa[The effect of learning motivation in
terms of gender on students' mathematical critical thinking abilities]. Scientific Journal
Siliwangi STKIP / Jurnal Ilmiah UPT P2M STKIP Siliwangi, 2(2), 246–251.
Apriyani, R. (2017). Pengaruh model pembelajaran ECIRR (elicit, confront, identify, resolve,
reinforce) terhadap kemampuan berpikir reflektif matematis siswa[The influence of
ECIRR learning models (elicit, confront, identify, resolve, reinforce) on students'
mathematical reflective thinking skills] (B.S. thesis). Jakarta: FITK UIN Syarif
Hidayatullah Jakarta.
Arifin Handoyo, N., & Arifin, Z. (2016). Pengaruh inquiry learning dan problem based
learning terhadap hasil belajar PKKR ditinjau dari motivasi belajar[The effect of inquiry
learning and problem based learning on PKKR learning outcomes in terms of learning
motivation]. Journal of Vocational Education / Jurnal Pendidikan Vokasi,6(1), 31–42.
Astamega, S. (2018). Pengaruh model pembelajaran ECIRR berbantuan information and
communication technology (ICT) terhadap prestasi belajar fisika siswa kelas X
MIPA[The influence of ECIRR learning models assisted by information and
communication technology (ICT) on the physics learning achievement of students of
Class X MIPA]. SKRIPSI Physics Department - Faculty of Mathematics and Natural
Sciences UM / SKRIPSI Jurusan Fisika - Fakultas MIPA UM, 0(0).
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dari prestasi dan motivasi belajar siswa di kelas VIII SMP[The effectiveness of the
cooperative learning method stad model in terms of student achievement and motivation
in class VIII SMP]. PYTHAGORAS: Journal of Mathematics Education /
PYTHAGORAS: Jurnal Pendidikan Matematika,8(2), 120–134.
Badu Kusuma, A., & Utami, A. (2017). Penggunaan program geogebra dan casyopee dalam
pembelajaran geometri ditinjau dari motivasi belajar siswa[The use of geogebra and
casyopee programs in learning geometry in terms of student motivation]. Mercumatika
Journal / Jurnal Mercumatika,1(2), 119–131.
Instructions (ALBICI) to Improve Critical Thinking Ability. Journal of Natural Sciences
Research and Learning / Jurnal Penelitian Dan Pembelajaran IPA,5(1), 48.
https://doi.org/10.30870/jppi.v5i1.3469
Effendi, M., Muhardjito, & H, S. K. (2017). Pengaruh model pembelajaran ECIRR terhadap
penguasaan konsep fisika pada siswa SMK[The influence of ECIRR learning models on
the mastery of physics concepts in vocational students]. Journal of Science Education /
Jurnal Pendidikan Sains,4(3), 113–121.
Farhan, M., & Retnawati, H. (n.d.). Keefektifan PBL dan IBL ditinjau dari prestasi
belajar,kemampuan representasi matematis, dan motivasi belajar[The effectiveness of
PBL and IBL in terms of learning achievement, mathematical representation ability, and
learning motivation]. Journal of Mathematics Education Research / Jurnal Riset
(Problem Based Learning) Ditinjau Dari Motivasi Belajar Siswa. JIPM: Scientific
Journal of Mathematics Education / JIPM : Jurnal Ilmiah Pendidikan Matematika,3(1),
1–7.
PRISMA, 8(2), 173–181.
Indriani, L. F. (2018). Kemampuan penalaran matematis dan habits of mind siswa smp dalam
materi segiempat dan segitiga[Mathematical reasoning abilities and habits of mind of
junior high school students in terms of rectangles and triangles]. Jurnal Math Educator
Nusantara,4(2), 87–94. https://doi.org/10.29407/jmen.v4i2.11999
Spasial Siswa. Al-Jabar: Journal of Mathematics Education / Al-Jabar : Jurnal
Pendidikan Matematika, 135–144.
Pengaruh model pembelajaran elicit confront identify resolve reinforce (ECIRR)
berbantuan media audiovisual terhadap hasil belajar matematika siswa kelas IV SD
gugus singakerta tahun ajaran 2013/2014[The influence of elicit confront identify
learning model resolving reinforce (ECIRR) assisted by audiovisual media on the
mathematics learning outcomes of fourth grade elementary school students in the
academic group 2013/2014]. MIMBAR PGSD Undiksha,2(1).
Maduretno, T. W., Sarwanto, & Sunarno, W. (2016). Pembelajaran IPA dengan pendekatan
saintifik menggunakan model learning cycle dan discovery learning ditinjau dari
aktivitas dan motivasi belajar siswa terhadap prestasi belajar[Science learning with a
scientific approach using the learning cycle model and discovery learning in terms of
student learning activities and motivation towards learning achievement].JPFK, 2(1), 1–
11.
Meriyana, tandiayuk, m. b., & paloloang, b. (2016). Profil berpikir siswa kelas viii smp dalam
menyelesaikan soal cerita aljabar berpandu padataksonomi solo ditinjau dari tingkat
motivasi belajar matematik[The profile of students thinking in the junior high school in
solving solo algebraic story questions in the context of solo economics in terms of the
level of mathematical learning motivation]. Axiom: Journal of Mathematics Education /
Aksioma : Jurnal Pendidikan Matematika,5(1), 1–13.
Change, 8(8), 363–383.
https://doi.org/10.1017/CBO9781107415324.004
System and Islamic Learning System in Indonesia. Tadris Journal of Teacher Training
and Tarbiyah Science / Tadris Jurnal Keguruan Dan Ilmu Tarbiyah,4(2), 159–170.
https://doi.org/10.24042/tadris.v4i2.4893
Nopitasari, D. (n.d.). Pengaruh Model pembelajaran creative problem solving (cps) terhadap
kemampuan penalaran adaptif matematis siswa[Creative problem solving (cps) learning
model on students' mathematical adaptive reasoning abilities]. M a T H L I N E: Jurnal
Syazali, M. (2019). Academic achievement and conceptual understanding of
electrodynamics: applications geoelectric using cooperative learning model. Al-Biruni
Physics Scientific Journal of Education / Jurnal Ilmiah Pendidikan Fisika Al-Biruni,8(2),
165–175. https://doi.org/10.24042/jipfalbiruni.v0i0.4614
Putri Wulandari, Mujib, F. G. P. (2016). Pengaruh model pembelajaran investigasi kelompok
berbantuan perangkat lunak maple terhadap kemampuan pemecahan masalah
matematis[The influence of learning models on maple-assisted group investigation on
mathematical problem-solving abilities]. Al-Jabar: Journal of Mathematics Education /
Al-Jabar : Jurnal Pendidikan Matematika,7(1), 101–107.
Rahmawati, R., Lestari, F., & Umam, R. (2019). Analysis of the effectiveness of learning in
the use of learning modules against student learning outcomes. Decimal: Journal of
Mathematics / Desimal: Jurnal Matematika,2(3), 233–240.
Ramadhani, R., Huda, S., & Umam, R. (2019). Problem based learning , its usability and
critical view as educational learning tools.Journal of Gifted Education and Creativity,
6(3), 219–231.
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-
problem based learning model integrated with lms-google classroom for senior high
school students.Journal for the Education of Gifted Young, 7(2), 137–158.
matematika dengan pendekatan konstruktivisme pada siswa sekolah menengah
atas[Improve reasoning abilities and mathematics achievement with constructivism
approach to high school students]. Journal of Mathematics Education / Jurnal
Pendidikan Matematika,5(2), 111-128.
Sagala, R., Umam, R., Thahir, A., Saregar, A., & Wardani, I. (2019). The effectiveness of
stem-based on gender differences: the impact of physics concept Understanding.
Sari, S. (2014). Pengaruh pendekatan pembelajaran berbasis masalah terhadap kemampuan
pemecahan masalah matematika siswa kelas VIII SMP Negeri 1 Padang tahun pelajaran
2013/2014[The effect of the problem-based learning approach on the mathematical
problem solving ability of students of class VIII of SMP Negeri 1 Padang in the
academic year 2013/2014]. Journal of Mathematics Education / Jurnal Pendidikan
Matematika, 3(2), 65-71.
Setiawan, A. (2016). Hubungan kausal penalaran matematis terhadap prestasi belajar
matematika pada materi bangun ruang sisi datar ditinjau dari motivasi belajar
matematika siswa[The causal relationship of mathematical reasoning to mathematics
learning achievement in flat side space building material in terms of students'
mathematics learning motivation]. Al-Jabar: Journal of Mathematics Education / Al-
Jabar : Jurnal Pendidikan Matematika, 7(1), 91–100.
Silaban, S. S., Suhandi, A., & Gunanto, Y. E. (2017). Aplikasi media simulasi virtual pada
model pembelajaran ecirr untuk meremediasi miskonsepsi siswa pada materi perubahan
wujud zat [Application of virtual simulation media on the ecirr learning model to
remediate student misconceptions on material changes in substance]. SNFA Proceedings
(National Seminar of Physics and Its Applications) / Prosiding SNFA (Seminar Nasional
Fisika dan Aplikasinya), 2(0), 201–213.
https://doi.org/10.20961/prosidingsnfa.v2i0.16396
Sriwidiarti, D. (2016). Keefektifan metode penemuan terbimbing dan metode pemberian
tugas pada pembelajaran bangun ruang sisi lengkung[The effectiveness of the guided
discovery method and the assignment method in learning to build curved side space].
Journal of Mathematics and Science Education / Jurnal Pendidikan Matematika Dan
Sains,4(1), 63–74.
(2019). Internal supply chain integration and operational performance of indonesian
fashion industry firms : a supplier to buyer approach.Humanities & Social Sciences
pembelajaran berbasis masalah[Improving students' mathematical reasoning abilities
through problem based learning]. Mosharafa: Journal of Mathematics Education /
Mosharafa: Jurnal Pendidikan Matematika, 4(1), 1–10.
G. (2018). The utilization of project based learning and guided discovery learning:
effective methods to improve students’ mathematics ability. Al-Ta’lim Journal, 25(3),
262–271.
Wardani, D. T. (2015). Pengaruh pembelajaran kooperatif tipe stad (student teams
achievement divisions) dan jigsaw terhadap prestasi belajar ekonomi ditinjau dari
motivasi belajar siswa tahun ajaran 2014/2015[The effect of cooperative learning type
STAD (student teams achievement divisions) and jigsaw against economic learning
achievement judging from student learning motivation for 2014/2015 Academic
Year].Equilibrium, 3(2), 105–112.
Zahara, S. (2014). Peningkatan kemampuan penalaran logis dan komunikasi matematis
melalui model pembelajaran kooperatif tipe think pair share (TPS) di SMP Negeri 24
Medan[Improving logical reasoning and mathematical communication capabilities
through think pair share (TPS) cooperative learning models in SMP Negeri 24 Medan].
Journal of Mathematics Education Paradikma / Jurnal Pendidikan Matematika
Paradikma, 7(3), 1-9.
Appendix
[Source of website : https://visionexercisephysiology.com.au/strategies-increase-motivation/]

CORRECTION REPORT
No Reviewer Code Reviews Corrections made by the author
This research was a quasi-experimental study
using a 2 x 2 factorial design. The treatment was
given to two groups of students, the experimental
group and the control group. The experimental
group is a group of students who learn by using
the ECIRR learning model, the control group is a
group of students who learn by cognitive conflict
models with direct current electricity teaching
material. The population of this study was all
students in five classes XII Private School of
Bandar Lampung in the odd semester of the
EUJER_ID_2001160411_R2612- need to be explained more
1 2018/2019 academic year. Samples were taken
1 comprehensively
using the cluster sampling method and obtained
class XII AP-2 and XII MM-1 as the
experimental class, and class XII AP-1 and XII
MM-2 as the control class. The study uses
learning tools with the ECIRR model, essay test
items to measure initial knowledge, and multiple
choice items to measure students' mastery of
concepts. The research data were analyzed with
two-way ANAVA after the prerequisite tests
were carried out: normality test and homogeneity
variance test
Conventional Learning (A2)
EUJER_ID_2001160411_R2612-
2 (A2)
1
Implementation of the test at the beginning of the
research activity with essay items used to
measure students' initial knowledge. A
description of the students' initial knowledge
data is presented in Table 1. The initial
knowledge data obtained by students in the
ECIRR class and cognitive conflict were used to
classify students into two levels of groups. The
two groups are groups of students with a high
initial level of knowledge (high PA) with a score
above the average and a group of students with a
low initial level of knowledge (low PA) with a

EUJER_ID_2001160411_R2612- need more complete explanation about
3
1 the research sample
score below the average. Implementation of the
multiple choice item test at the end of the
research activity used an essay used to measure
students' mastery of concept concepts.
Data description of students' mastery of physics

concepts between groups is presented in Figure
1. From the results of the analysis with the two
path ANAVA, it is concluded that there are
differences in the mastery of students' physics
concepts between groups of students learning
through the ECIRR learning model and cognitive
conflict models, there are differences in the
mastery of students' physics concepts between
groups of students who have high and low initial
knowledge, and there is an influence of
interaction of learning models (ECIRR learning
models and cognitive conflict models) and initial
knowledge of students' mastery of physical
concepts
This research can be concluded that students who
are included in the category of high learning
motivation are better than students who are
The researcher conclusions before included in the category of moderate learning
EUJER_ID_2001160411_R2612- motivation towards mathematical reasoning
4 quoting the statement of the other
1 ability
party
Figure 2. The results of Recapitulation of

Normality Test Results
Narrowed down, use pictures or

5 EUJER_ID_2001160411_R2614
graphics to explain the results
Shortened.Do not be so clear. Make
yourself a reader. How to make this
6 EUJER_ID_2001160411_R2614
journal contents can make the reader
curious.
Already fix
7 EUJER_ID_2001160411_R2614 references
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EuropeanJournal of EducationalResearch
ISSN: 2165-8714
Review Form
Manuscript ID: EU-JER_ID# 2001160411 Date: 09 March 2020
The Effect of the ECIRR Learning Model on Mathematical Reasoning Ability in terms
ManuscriptTitle:
of Student Learning Motivation
Accept Weak Refuse
This article needs a little additional information accordingly
1. Need a brief description of population and sample in the abstract section
2. Place information about populations and samples in appropriate subtitles
3. Show student work snippets / papers

EuropeanJournal of EducationalResearch
ISSN: 2165-8714
Accepted: Minor correction required X
Conditionally Accepted: Major Correction Required(Need second review after corrections)
Refused
Learning Motivation
The Effect of the ECIRR Learning Model
Abstract: This study aims to determine the impact of the ECIRR (Elicit, Confront, Identify, Comment [A1]: Add a brief
description of the population and
Resolve, Reinforce) learning model on students' mathematical reasoning abilities in terms of sample
influences the ability of mathematical reasoning and can increase students' learning
Introduction
mathematics.
et al., 2018).

Methodology
Research Design
current electricity teaching material. The population of this study was all students in five
classes XII Private School of Bandar Lampung in the odd semester of the 2018/2019
academic year. Samples were taken using the cluster sampling method and obtained class
XII AP-2 and XII MM-1 as the experimental class, and class XII AP-1 and XII MM-2 as the
control class. The study uses learning tools with the ECIRR model, essay test items to Comment [A2]: Research sample
section
measure initial knowledge, and multiple choice items to measure students' mastery of
concepts. The research data were analyzed with two-way ANAVA after the prerequisite tests
were carried out: normality test and homogeneity variance test. This type of research used in
this study is a quasi-experimental study with a posttest only control design. The research
design is described as in Table 1.
Treatment (Ai) Motivation to learn (Bj)

Research Sample
Findings / Results Comment [A3]: Show student work

snippets / papers

̅ Me Mo R S
Experiment 94 58 75.800 76 76 36 9,208
Control 90 50 70.067 72 74 40 9,861
9,861.
Table 3.

Class ̅ S
High Normally Low
Experiment 86,567 11,805 6 20 4
Control 84,333 11,586 4 20 6
Figure 2.
0,3
0,25
0,2
0,15 L Count
L Table
0,1
0,05
0
Furthermore homogeneity tests were performed using test t on test data and questionnaires
in Table 4.
Source JK dK RK
Learning (A) 370.671 1 370.671 7.153 4.020
Motivation (B) 274 2 1372.5 26.485 3.168
Interaction (AB) 88.2 2 44.100 0.851 3.168
Error 2798.4 54 51.822 - -
Total 6002.271 59 - - -

1 32.457 6.336 H0 rejected
2 38.593 6.336 H0 rejected
3 4.670 6.336 H0 accepted
are included in the category of moderate learning motivation towards mathematical
reasoning ability.
Discussion
2014).
Conclusion
References
1–7.
PRISMA, 8(2), 173–181.
berbantuan media audiovisual terhadap hasil belajar matematika siswa kelas IV SD
gugus singakerta tahun ajaran 2013/2014[The influence of elicit confront identify
learning model resolving reinforce (ECIRR) assisted by audiovisual media on the
mathematics learning outcomes of fourth grade elementary school students in the
academic group 2013/2014]. MIMBAR PGSD Undiksha,2(1).
11.
Change, 8(8), 363–383.
https://doi.org/10.1017/CBO9781107415324.004
Physics Scientific Journal of Education / Jurnal Ilmiah Pendidikan Fisika Al-Biruni,8(2),
165–175. https://doi.org/10.24042/jipfalbiruni.v0i0.4614
6(3), 219–231.
Sains,4(1), 63–74.
262–271.
Appendix

The Effects of the ECIRR Learning Model on
Mathematical Reasoning Ability in the Curriculum
Perspective 2013: Integration on Student Learning
Motivation
The Effect of the ECIRR Learning Model(write your running head

suggestion, which will be seen in header of odd pages)
Abstract: This study aims to determine the impact of the ECIRR(Elicit, Confront, Identify,
only control design research design. The population of this study was all students in five classes
XII Private School. The Samples were taken at class XII AP-2 and XII MM-1 as the experimental
class, and class XII AP-1 and XII MM-2 as the control class. The data analysis technique used is
hypothesis testing using ANAVA 2 paths. Based on the research results obtained that (a) There is
an influence of the ECIRR(Elicit, Confront, Identify, Resolve, Reinforce) learning model on
mathematical reasoning abilities. (b) There is an influence of student learning motivation on
mathematical reasoning abilities. (c) There is no interaction between the treatment of learning
models and categories of students' learning motivation towards mathematical reasoning abilities.
So as a whole it can be concluded that the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce)
learning model influences the ability of mathematical reasoning and can increase students' learning
Introduction

mathematics.
students understand the mathematics learning material (Diani et al., 2019). One learning
model that can be used is a cooperative learning model (Lestari et al., 2019). Cooperative
learning is a learning process where students are active, positive and learn to work together in
groups(Putri et al., 2016). According to the results of research some experts show that the
influence of the use of cooperative models makes students 'mathematical learning
achievement better than students' mathematical learning achievements using conventional
learning methods (Kusuma, 2017).
The characteristics of the curriculum 2013 use a scientific approach and recommend learning
that actualizes the full potential of students and arouses motivation. Learning models that are
relevant to the demands of the curriculum 2013 one of which is ECIRR (Elicit, Confront,
Identify, Resolve, Reinforce). One of the cooperative models that can be used to improve
students' mathematical reasoning abilities and learning motivation is the learning model
ECIRR (Elicit, Confront, Identify, Resolve, Reinforce).In addition to the learning model,
motivation is also one of the causes of success or failure of learning (Sriwidiarti, 2016) If the
motivation is strong enough he will decide to do learning activities. Conversely, if the
motivation is not strong enough he will decide not to carry out learning activities(Diani, et al.,
2019), because motivation arises from within or from outside himself (Badrun & Hartono,
2013; Farhan & Retnawati, 2017; Supriadi et al., 2018).
reasoning abilities have also been carried out (Indriani, 2018; Nopitasari, 2017; Setiawan,
Methodology
Research Design
current electricity teaching material. The study uses learning tools with the ECIRR model,
essay test items to measure initial knowledge, and multiple choice items to measure students'
mastery of concepts. The research data were analyzed with two-way ANAVA after the
prerequisite tests were carried out: normality test and homogeneity variance test. This type
of research used in this study is a quasi-experimental study with a posttest only control
design. The research design is described as in Table 1.

Treatment (Ai)
Research Sample
The population of this study was all students in five classes XII Private School of Bandar
Lampung in the odd semester of the 2018/2019 academic year. Samples were taken using
the cluster sampling method and obtained class XII AP-2 and XII MM-1 as the experimental
class, and class XII AP-1 and XII MM-2 as the control class.
Figure 2. The condition of the class room (up : experiment class, bottom : control class)
Findings / Results

̅ Me Mo R S
Experiment 94 58 75.800 76 76 36 9,208
Control 90 50 70.067 72 74 40 9,861
9,861.
Table 3.

Class ̅ S
High Normally Low
Experiment 86,567 11,805 6 20 4
Control 84,333 11,586 4 20 6
Figure 3. Student work snippets / papers
Figure 4.
0,3
0,25
0,2
0,15 L Count
L Table
0,1
0,05
0
and for students belonging to low motivation is obtained 0.178 with a sample of 10
Furthermore homogeneity tests were performed using test ton test data and questionnaires
The results of the calculation test between the experimental class and the control class
get a value = 0.136 with = 3.481, while for the categories of learning
in Table 4.
Source JK dK RK
Learning (A) 370.671 1 370.671 7.153 4.020
Motivation (B) 274 2 1372.5 26.485 3.168
Interaction (AB) 88.2 2 44.100 0.851 3.168
Error 2798.4 54 51.822 - -
Total 6002.271 59 - - -
the independent variables, namely the ECIRR learning model (Munifah et al., 2019) and
ability (Sagala et al., 2019).

1 32.457 6.336 H0 rejected
2 38.593 6.336 H0 rejected
3 4.670 6.336 H0 accepted
are included in the category of moderate learning motivationtowards mathematical
reasoning ability.
Discussion
answers that they think are correct so they can respect one another(Silaban, Suhandi, &
2014).
Conclusion
References
Pendidikan Matematika,1(2), 227–240.
1–7.
PRISMA, 8(2), 173–181.
berbantuan media audiovisual terhadap hasil belajar matematika siswa kelasIVSDgugus
singakerta tahun ajaran 2013/2014[The influence of elicit confront identify learning
model resolving reinforce (ECIRR) assisted by audiovisual media on the mathematics
learning outcomes of fourth grade elementary school students in the academic group
2013/2014]. MIMBAR PGSD Undiksha,2(1).
11.
Change, 8(8), 363–383.
https://doi.org/10.1017/CBO9781107415324.004
Physics Scientific Journal of Education / Jurnal Ilmiah Pendidikan Fisika Al-
Biruni,8(2),165–175. https://doi.org/10.24042/jipfalbiruni.v0i0.4614
6(3), 219–231.
Sains,4(1), 63–74.
262–271.
Appendix

No Reviews Corrections made by the author
This research was a quasi-experimental study
using a 2 x 2 factorial design. The treatment was
given to two groups of students, the experimental
group and the control group. The experimental
group is a group of students who learn by using
the ECIRR learning model, the control group is a
group of students who learn by cognitive conflict
models with direct current electricity teaching
material. The population of this study was all
students in five classes XII Private School of
Bandar Lampung in the odd semester of the
need to be explained more
1 2018/2019 academic year. Samples were taken
comprehensively
using the cluster sampling method and obtained
class XII AP-2 and XII MM-1 as the
experimental class, and class XII AP-1 and XII
MM-2 as the control class. The study uses
learning tools with the ECIRR model, essay test
items to measure initial knowledge, and multiple
choice items to measure students' mastery of
concepts. The research data were analyzed with
two-way ANAVA after the prerequisite tests
were carried out: normality test and homogeneity
variance test
Conventional Learning (A2)
2 (A2)
Implementation of the test at the beginning of the
research activity with essay items used to
measure students' initial knowledge. A
description of the students' initial knowledge
data is presented in Table 1. The initial
knowledge data obtained by students in the
ECIRR class and cognitive conflict were used to
classify students into two levels of groups. The
two groups are groups of students with a high
initial level of knowledge (high PA) with a score
above the average and a group of students with a
low initial level of knowledge (low PA) with a

need more complete explanation about
3
the research sample
score below the average. Implementation of the
multiple choice item test at the end of the
research activity used an essay used to measure
students' mastery of concept concepts.
Data description of students' mastery of physics

concepts between groups is presented in Figure
1. From the results of the analysis with the two
path ANAVA, it is concluded that there are
differences in the mastery of students' physics
concepts between groups of students learning
through the ECIRR learning model and cognitive
conflict models, there are differences in the
mastery of students' physics concepts between
groups of students who have high and low initial
knowledge, and there is an influence of
interaction of learning models (ECIRR learning
models and cognitive conflict models) and initial
knowledge of students' mastery of physical
concepts
This research can be concluded that students who
are included in the category of high learning
motivation are better than students who are
The researcher conclusions before included in the category of moderate learning
4 quoting the statement of the other motivation towards mathematical reasoning
party ability
Figure 2. The results of Recapitulation of

Normality Test Results
Narrowed down, use pictures or

5
graphics to explain the results
Shortened. Do not be so clear. Make
yourself a reader. How to make this
6
journal contents can make the reader
curious.
Already fix
7 references
The population of this study was all students in

five classes XII Private School. The Samples
Add a brief description of the
8 were taken at class XII AP-2 and XII MM-1 as
population and sample
the experimental class, and class XII AP-1 and
XII MM-2 as the control class.
9 Research sample section Already move to Research sample section
Show student work snippets / papers

10
Research Article doi: 10.12973/eu-jer.9.2.675

Volume 9, Issue 2, 675 - 684.
ISSN: 2165-8714
The Effects of the ECIRR Learning Model on Mathematical Reasoning

Ability in the Curriculum Perspective 2013: Integration on Student
Learning Motivation
Agus Pahrudin* Nur Ahid Syamsul Huda Nita Ardianti
Universitas Islam Negeri Raden Institut Agama Islam Negeri Institut Agama Islam Negeri Universitas Islam Negeri Raden
Intan Lampung, INDONESIA Kediri, INDONESIA Kediri, INDONESIA Intan Lampung, INDONESIA
Fredi Ganda Putra Bambang Sri Anggoro Watcharin Joemsittiprasert

Universitas Islam Negeri Raden Intan Universitas Islam Negeri Raden Intan ASA College, USA
Lampung, INDONESIA Lampung, INDONESIA
Received: January 15, 2019▪ Revised: February 27, 2020▪ Accepted: March 27, 2020
Abstract:This study aims to determine the impact of the ECIRR(Elicit, Confront, Identify, Resolve, Reinforce) learning model on
students' mathematical reasoning abilities in terms of student motivation. The research method used was a quasy-experimental
method with a post-test only control design research design. The population of this study was all students in five classes XII Private
School. The Samples were taken at class XII AP-2 and XII MM-1 as the experimental class, and class XII AP-1 and XII MM-2 as the
control class. The data analysis technique used is hypothesis testing using ANAVA 2 paths. Based on the research results obtained
that (a) There is an influence of the ECIRR(Elicit, Confront, Identify, Resolve, Reinforce) learning model on mathematical reasoning
abilities. (b) There is an influence of student learning motivation on mathematical reasoning abilities. (c) There is no interaction
between the treatment of learning models and categories of students' learning motivation towards mathematical reasoning abilities.
So as a whole it can be concluded that the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model influences the ability
of mathematical reasoning and can increase students' learning motivation.
Keywords: ECIRR, mathematical reasoning ability, student learning motivation.
To cite this article: Pahrudin, A., Ahid, N., Huda, S., Ardianti, N., Putra, F. G., Anggoro, B. S.,& Joemsittiprasert, W. (2020). The effects
of the ECIRR learning model on mathematical reasoning ability in the curriculum perspective 2013: Integration on student learning
motivation. European Journal of Educational Research, 9(2), 675-684.https://doi.org/10.12973/eu-jer.9.2.675
Introduction
Mathematics has an important role as a basis for logic and reasoning, as well as quantitative solutions that can be used
for other lessons. In accordance with one of the goals of mathematics learning according to Ministry of Education
Regulation No.22 of 2006 is to use reasoning on patterns and traits, carry out mathematical manipulations in making
generalizations, compiling evidence or explaining mathematical ideas and statements (Sari, 2014). Mathematical
reasoning abilities need to be the focus of attention in mathematics learning. Because through reasoning students can
use their reasoning to think in learning mathematics.
Mathematical reasoning ability is one of the important abilities to be trained, because this ability is one of the goals in
learning (Sumartini, 2018) and is the ability to think that sees the phenomenal that arises then arranged to draw
conclusions (Riyanto & Siroj, 2014). But in reality, the low reasoning ability of students is still a problem that occurs at
this time. One of the factors that influence the lack of improvement in students' mathematical reasoning is the learning
model used by educators. Monotonous learning and not attracting the attention of students will make students tend to
be lazy and will reduce the level of student learning motivation (Abdurrahman et al., 2019). The selection of the right
learning model will help students understand the mathematics learning material (Diani et al., 2019). One learning
model that can be used is a cooperative learning model (Lestari et al., 2019). Cooperative learning is a learning process
where students are active, positive and learn to work together in groups(Putri et al., 2016). According to the results of
*Corresponding author:
Universitas Islam Negeri Raden Intan Lampung, Bandar Lampung, Indonesia.agus.pahrudin@radenintan.ac.id
© 2020 The Author(s).Open Access- This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).
676PAHRUDIN ET AL. / The Effect of the ECIRR Learning Model
research some experts show that the influence of the use of cooperative models makes students 'mathematical learning
achievement better than students' mathematical learning achievements using conventional learning methods (Kusuma,
2017).
The characteristics of the curriculum 2013 use a scientific approach and recommend learning that actualizes the full
potential of students and arouses motivation (Ahid et al., 2020). Learning models that are relevant to the demands of
the curriculum 2013 one of which is ECIRR (Elicit, Confront, Identify, Resolve, Reinforce). One of the cooperative models
that can be used to improve students' mathematical reasoning abilities and learning motivation is the learning model
ECIRR (Elicit, Confront, Identify, Resolve, Reinforce). In addition to the learning model (Sumarni et al., 2019), motivation
is also one of the causes of success or failure of learning (Sriwidiarti, 2016). If the motivation is strong enough he will
decide to do learning activities (Yasin et al., 2020). Conversely, if the motivation is not strong enough he will decide not
to carry out learning activities(Diani, et al., 2019), because motivation arises from within or from outside himself
(Badrun & Hartono, 2013; Farhan & Retnawati, 2017; Supriadi et al., 2018).
Figure 1. The results of Motivation (external and internal) [Source of picture : Anonymous (2018, February 1). Strategies
to Increase Motivation. https://visionexercisephysiology.com.au/strategies-increase-motivation/]
Muhardjito, & H, 2017) various studies in improving mathematical reasoning abilities have also been carried out
(Indriani, 2018; Nopitasari, 2017; Setiawan, 2016; Sumartini, 2018; Zahara, 2014) as well as previous research that
reviews student motivation (Anita, 2015; Arifin Handoyo & Arifin, 2016; Badrun & Hartono, 2013; Badu Kusuma &
Utami, 2017; Ghofuri, Sanusi, & Krisdiana, 2014; Maduretno, Sarwanto, & Sunarno, 2016; Meriyana, Tandiayuk, &
Paloloang, 2016; Setiawan, 2016; Wardani, 2015). But there is no research that applies the ECIRR learning model to
mathematical reasoning abilities in terms of learning motivation.
Based on the previous research, researchers are interested in conducting research with the renewal that is seeing the
effect of the ECIRR learning model on mathematical reasoning abilities in terms of learning motivation. So, the purpose
of this study is to determine the impact of the ECIRR learning model on mathematical reasoning ability in terms of
student learning motivation.
European Journal of Educational Research677
Methodology
Research Design
This research was a quasi-experimental study using a 2 x 2 factorial design. The treatment was given to two groups of
students, the experimental group and the control group. The experimental group is a group of students who learn by
using the ECIRR learning model, the control group is a group of students who learn by cognitive conflict models with
direct current electricity teaching material. The study uses learning tools with the ECIRR model, essay test items to
measure initial knowledge, and multiple choice items to measure students' mastery of concepts. The research data
were analyzed with two-way ANAVA after the prerequisite tests were carried out: normality test and homogeneity
variance test. This type of research used in this study is a quasi-experimental study with a posttest only control

Treatment (Ai)
Research Sample
The population of this study was all students in five classes XII Private School of Bandar Lampung in the odd semester
of the 2018/2019 academic year. Samples were taken using the cluster sampling method and obtained class XII AP-2
and XII MM-1 as the experimental class, and class XII AP-1 and XII MM-2 as the control class.
Data collection techniques using tests, interviews and questionnaires. Research instruments include tests of
mathematical reasoning ability and learning motivation questionnaires. The data analysis technique used to test the
research hypothesis is the ANAVA test, before conducting a hypothesis test, a prerequisite test is performed, namely
the normality test using the Liliefors test and the homogeneity test using the Bartlett's test.
Implementation of the test at the beginning of the research activity with essay items used to measure students' initial
knowledge(Huda et al., 2020). A description of the students' initial knowledge data is presented in Table 1. The initial
knowledge data obtained by students in the ECIRR class and cognitive conflict were used to classify students into two
levels of groups. The two groups are groups of students with a high initial level of knowledge (high PA) with a score
above the average and a group of students with a low initial level of knowledge (low PA) with a score below the
average. Implementation of the multiple choice item test at the end of the research activity used an essay used to
measure students' mastery of concept concepts.
Data description of students' mastery of physics concepts between groups is presented in Figure 1. From the results of
the analysis with the two path ANOVA, it is concluded that there are differences in the mastery of students' physics
concepts between groups of students learning through the ECIRR learning model and cognitive conflict models, there
are differences in the mastery of students' physics concepts between groups of students who have high and low initial
knowledge, and there is an influence of interaction of learning models (ECIRR learning models and cognitive conflict
models) and initial knowledge of students' mastery of physical concepts.
Findings / Results
Based on the results of data processing the results of tests of mathematical reasoning ability of students with
descriptive analysis and data from the two groups are in a balanced state then the recapitulation results obtained from
the observation are as follows:

̅ Me Mo R S
Experiment 94 58 75.800 76 76 36 9,208
Control 90 50 70.067 72 74 40 9,861
Based on Table 2 the experimental class obtained the highest value ( ) = 94, and lowest value ( ) = 58. The
average in the experimental class is 75.8, with the middle value (median) 76, values that often appear (mode) 76, and
range of values (R) 36, and standard deviation 9,208. Then, in the control class the highest value ( ) 90, and lowest
value ( ) 50. The average in the experimental class is 70.067, with the middle value (median) 72, values that often
appear (mode) 74, and range of values (R) 40, and standard deviation 9,861.
In addition to testing the mathematical reasoning ability test, questionnaire data related to learning motivation were
also shared with students. The questionnaire data that was analyzed obtained the number of learning motivations
included in the 3 criteria that can be seen in Table 3.
Table 3. Description of Observation Questionnaire Data

Class ̅ S
High Normally Low
Experiment 86,567 11,805 6 20 4
Control 84,333 11,586 4 20 6
Based on Table 3.the experimental class obtained an average value of 86,567 and a standard deviation of 11,805. So, it
can be categorized that there are 6 students with high learning motivation, 20 students who are categorized as
moderate learning motivation, and 4 students who are categorized as low learning motivation. While the control class
obtained an average value of 84,333 and a standard deviation of 11,586. So, it can be categorized that there are 4
students with high learning motivation, 20 students who are categorized as moderate learning motivation, and 6
students who are categorized as low learning motivation.
After all the test data has been collected, it will be used as a hypothesis test using 2-way ANAVA, but before the
hypothesis test is carried out, the prerequisite test will be conducted first using the normality and homogeneity test.
The normality test results can be seen in Figure 4.
0,3
0,25
0,2
0,15 L Count
L Table
0,1
0,05
0
Based on Figure 4, the experimental class obtained with , Control class is obtained
with while the motivation to learn for students classified as high motivation is obtained
0.200 with a sample of 10 respondents and 0.261, for students belonging to the motivation (Munifah et al.,
2019) being obtained 0.121 with a sample of 40 respondents and 0.138 and for students belonging to low
motivation is obtained 0.178 with a sample of 10 respondents and 0.261. based on all the normality test
results it can be concluded that all groups have which mean H0 accepted which means the data comes
from a normally distributed population (Huda et al., 2019).
Furthermore homogeneity tests were performed using test ton test data and questionnaires using a significance level of
5%. The test can be said to be homogeneous if The results of the calculation test between the
experimental class and the control class get a value = 0.136 with = 3.481, while for the categories of
learning motivation that are high (Hartinah et al., 2019), medium and low score = 1.196 with = 5.991.
So, it can be concluded that the sample came from a homogeneous population (Munifah et al., 2019). After knowing all
the data of each group is normally distributed and comes from the same variance, then the hypothesis test can then be
performed using 2 way ANAVA (Habibi et al., 2019). The recapitulation of ANAVA 2 road can be seen in Table 4.
Source JK dK RK
Learning (A) 370.671 1 370.671 7.153 4.020
Motivation (B) 274 2 1372.5 26.485 3.168
Interaction (AB) 88.2 2 44.100 0.851 3.168
Error 2798.4 54 51.822 - -
Total 6002.271 59 - - -
This explanation indicates that the need for further testing is a double comparison test using the Schaffer method. The
aim of this further test is to see the more significant influence of the independent variables, namely the ECIRR learning
model (Munifah et al., 2019) and learning motivation on the dependent variable, namely the students' mathematical
reasoning ability (Sagala et al., 2019).
Table 5. Calculation of the double column comparison test

1 32.457 6.336 H0 rejected
2 38.593 6.336 H0 rejected
3 4.670 6.336 H0 accepted
a) Intermediate calculation results obtained which mean be rejected. So there is a
significant influence between high learning motivation and moderate learning motivation on mathematical
reasoning abilities. Based on Table 5, it can be seen that the mean marginal motivation is high, amounting to 86
greater than the average marginal motivation being, at 71.5. This research can be concluded that students who are
included in the category of high learning motivation are better than students who are included in the category of
moderate learning motivationtowards mathematical reasoning ability.
b) Intermediate calculation results obtained which mean be rejected. So there is a
significant influence between high learning motivation and low learning motivation on mathematical reasoning
abilities. The mean marginal of high motivation, by 86 is greater than the marginal rate of low motivation, by 66.
So it can be concluded that students who are included in the category of high learning motivation are better than
students who are included in the category of low learning motivation towards mathematical reasoning abilities.
c) Intermediate calculation results obtained which mean be accepted. So that there is no
significant effect between moderate learning motivation and low learning motivation on mathematical reasoning
abilities.
Discussion
Students will be motivated in learning if learning makes students more active and attracts students' attention
(Astamega, 2018). According to (Sumartini, 2018) mathematical reasoning of students can be stimulated by various
cooperative learning models that can make students active in the learning process (Sumartini, 2018). This is in line
with the results of research conducted by the author that the activeness of students who were given the
implementation of the ECIRR model makes students have better mathematical reasoning abilities compared to students
who were treated with conventional methods (Prastowo et al., 2019).
The ECIRR model is a model of the learning process actively involving students to create an understanding of oneself.
This ECIRR learning has the advantage that the teacher can know the initial knowledge possessed by the student is
correct or there is still a mistake because in this lesson students can identify their knowledge (Rahmawati, Lestari, &
Umam, 2019), can accustom students to discuss and express opinions using clear and logical language for answers that
they think are correct so they can respect one another(Silaban, Suhandi, & Gunanto, 2017). Also based on the results of
previous research by (Apriyani, 2017), revealed that the use of the ECIRR model in mathematics learning can improve
students' mathematical reflective thinking skills (Apriyani, 2017). This is also in line with the conclusions obtained
from the results of research by Efendi that the use of learning in the ECIRR class can improve the ability of students to
understand (Ramadhani, Huda, & Umam, 2019) the concept of students better than the class conflict (Effendi et al.,
2017). Reviewing students 'learning motivation, (Kusuma et al., 2014) explained in his research that the ECIRR
learning model can improve students' motivation (Ramadhani et al., 2019) and learning outcomes (Kusuma et al.,
2014).
Conclusion
Based on the results of research and discussion it can be concluded that (a) There is an influence of the ECIRR learning
model on mathematical reasoning abilities. Students who are treated with learning using the ECIRR learning model
have better mathematical reasoning abilities compared to students who are treated with conventional learning; (b)
There is an influence of student learning motivation on mathematical reasoning abilities. Mathematical reasoning
ability of students who have high learning motivation is better than students who have moderate or low learning
motivation. Students who have learning motivation who are getting mathematical reasoning skills as well as students
who have low learning motivation; (c) There is no interaction between the treatment of learning models and categories
of student motivation for mathematical reasoning abilities.
Based on the conclusions of this study, some suggestions can be made so that the teacher can apply the ECIRR learning
model and for further researchers to examine the effect of the ECIRR learning model on other subjects to improve
students' mathematical reasoning abilities, or be expected to be able to see how other mathematical abilities possessed
students by applying the use of the ECIRR learning model.
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Research Article doi: 10.12973/eu-jer.9.2.675
European
ropean Journal of Educational
ional Research
R
Volume 9, Issue 2, 675 - 684.
ISSN: 2165-8714
The Effects of the ECIRR

CIRR Learn
Learning Model on Mathematical
atical Reasoning
Reas
Ability in the Curriculum
iculum Per
Perspective 2013: Integration
tion on Stu
Student
Learn
Learning Motivation
Agus Pahrudin* Nur Ahid Syamsul Huda Nita Ardianti
Universitas Islam Negeri Raden Institut
nstitut Agama Islam Negeri Institut Agama Islam Negeri Universitas Islam
Isl Negeri Raden
Intan Lampung, INDONESIA Kediri, INDONES
INDONESIA Kediri, INDONESIA Intan Lampung,
Lampu INDONESIA
Fredi Ganda Putra Bambang Sri Anggoro Watcharin Joemsittiprasert

Universitas Islam Negeri Raden Intan Universitas Islam Negeri Raden Intan
Univers ASA College, USA
Lampung, INDONESIA Lampung, INDONESIA
Received: January 15,, 201

2019▪ Revised: February 27, 2020▪ Accepted: March 27, 2020
Abstract:This study aims to determinemine the impact of the ECIRR(Elicit, Confront, Identify, Resolve, Reinforce) le learning model on
students' mathematical reasoning abilities in terms of student motivation. The research method thod used was a quasy-experimental
method with a post-test only control ol design research de
design. The population of this study was all students
ents in five classes
c XII Private
School. The Samples were taken at class XII AP--2 and XII MM-1 as the experimental class, and d class XII AP
AP-1 and XII MM-2 as the
control class. The data analysis technique
hnique used is hypo
hypothesis testing using ANAVA 2 paths. Based d on the research results obtained
that (a) There is an influence of thee ECIRR(Elicit, Confront,
Confr Identify, Resolve, Reinforce) learning
ing model on mathem
mathematical reasoning
abilities. (b) There is an influence of student learning motivation on mathematical reasoningg abilities. (c) There is no interaction
between the treatment of learning models and categories
categorie of students' learning motivation towards ards mathematical re reasoning abilities.
So as a whole it can be concluded that
hat the ECIRR (Elicit
(Elicit, Confront, Identify, Resolve, Reinforce)) learning model influ
influences the ability
of mathematical reasoning and can increase students' le learning motivation.
Keywords: ECIRR, mathematical reasoning ability, student
stud learning motivation.
To cite this article: Pahrudin, A., Ahid, N., Huda,, S., Ardianti, N., Putra, F. G., Anggoro, B. S.,& Joemsittiprasert
emsittiprasert, W. (2020). The effects
of the ECIRR learning model on mathematical
thematical reasonin
reasoning ability in the curriculum perspective 2013: Integration
ntegration on student learning
motivation. European Journal of Educationall Research
Research, 9(2), 675-684.https://doi.org/10.12973/eu-jer.9.2.675 675
Introduction
Mathematics has an importantt role as a basis for logic
lo and reasoning, as well as quantitative
ntitative solutions that
th can be used
for other lessons. In accordance ce with one of the goals of mathematics learning according
ccording to Ministr
Ministry of Education
Regulation No.22 of 2006 is to use reasoning on p patterns and traits, carry out mathematical
hematical manipulat
manipulations in making
generalizations, compiling evidence
idence or explaining
explainin mathematical ideas and statements (Sari, 2014) 2014). Mathematical
reasoning abilities need to be the focus of attention
attentio in mathematics learning. Because se through reasonin
reasoning students can
use their reasoning to think in learning mathematic
mathematics.
Mathematical reasoning abilityy is one of the impor
important abilities to be trained, because
se this ability is one of the goals in
learning (Sumartini, 2018) and d is the ability to think
t that sees the phenomenal that arises then arr arranged to draw
conclusions (Riyanto & Siroj, 2014).. But in reality, the low reasoning ability of students
nts is still a problem that occurs at
this time. One of the factors that
at influence the lack of improvement in students' mathematical
hematical reasoning is the learning
model used by educators. Monotonous
otonous learning and
an not attracting the attention of students
tudents will make students
st tend to
be lazy and will reduce the level of student
udent learning
learnin motivation (Abdurrahman et al., 2019).. The selectiselection of the right
learning model will help studentsents understand the mathematics learning material (Diani et al., 2019) 2019). One learning
model that can be used is a cooperative
operative learning model
m (Lestari et al., 2019). Cooperative
rative learning is a lear
learning process
where students are active, positive
itive and learn to work
wo together in groups(Putri et al., 2016).. According to t the results of
*Corresponding author:
Universitas Islam Negeri Raden Intan Lampung,
pung, Bandar Lamp
Lampung, Indonesia. agus.pahrudin@radenintan.ac.id
© 2020 The Author(s).Open Access- This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/
/by/4.0/).
676PAHRUDIN ET AL. / The Effect of the ECIRR Learning Model
research some experts show that the influence of the use of cooperative models makes students 'mathematical learning
achievement better than students' mathematical learning achievements using conventional learning methods (Kusuma,
2017).
The characteristics of the curriculum 2013 use a scientific approach and recommend learning that actualizes the full
potential of students and arouses motivation (Ahid et al., 2020). Learning models that are relevant to the demands of
the curriculum 2013 one of which is ECIRR (Elicit, Confront, Identify, Resolve, Reinforce). One of the cooperative models
that can be used to improve students' mathematical reasoning abilities and learning motivation is the learning model
ECIRR (Elicit, Confront, Identify, Resolve, Reinforce). In addition to the learning model (Sumarni et al., 2019), motivation
is also one of the causes of success or failure of learning (Sriwidiarti, 2016). If the motivation is strong enough he will
decide to do learning activities (Yasin et al., 2020). Conversely, if the motivation is not strong enough he will decide not
to carry out learning activities(Diani, et al., 2019), because motivation arises from within or from outside himself
(Badrun & Hartono, 2013; Farhan & Retnawati, 2017; Supriadi et al., 2018).
Figure 1. The results of Motivation (external and internal) [Source of picture : Anonymous (2018, February 1). Strategies
to Increase Motivation. https://visionexercisephysiology.com.au/strategies-increase-motivation/]
Muhardjito, & H, 2017) various studies in improving mathematical reasoning abilities have also been carried out
(Indriani, 2018; Nopitasari, 2017; Setiawan, 2016; Sumartini, 2018; Zahara, 2014) as well as previous research that
reviews student motivation (Anita, 2015; Arifin Handoyo & Arifin, 2016; Badrun & Hartono, 2013; Badu Kusuma &
Utami, 2017; Ghofuri, Sanusi, & Krisdiana, 2014; Maduretno, Sarwanto, & Sunarno, 2016; Meriyana, Tandiayuk, &
Paloloang, 2016; Setiawan, 2016; Wardani, 2015). But there is no research that applies the ECIRR learning model to
mathematical reasoning abilities in terms of learning motivation.
Based on the previous research, researchers are interested in conducting research with the renewal that is seeing the
effect of the ECIRR learning model on mathematical reasoning abilities in terms of learning motivation. So, the purpose
of this study is to determine the impact of the ECIRR learning model on mathematical reasoning ability in terms of
student learning motivation.
European Journal of Educational Research677
Methodology
Research Design
This research was a quasi-experimental study using a 2 x 2 factorial design. The treatment was given to two groups of
students, the experimental group and the control group. The experimental group is a group of students who learn by
using the ECIRR learning model, the control group is a group of students who learn by cognitive conflict models with
direct current electricity teaching material. The study uses learning tools with the ECIRR model, essay test items to
measure initial knowledge, and multiple choice items to measure students' mastery of concepts. The research data
were analyzed with two-way ANAVA after the prerequisite tests were carried out: normality test and homogeneity
variance test. This type of research used in this study is a quasi-experimental study with a posttest only control

Treatment (Ai)
ECIRR Learning Model (A1) A1B 1 A1B 2 A1 B 3
Conventional Learning (A2) A2B 1 A2B 2 A2 B 3
Research Sample
The population of this study was all students in five classes XII Private School of Bandar Lampung in the odd semester
of the 2018/2019 academic year. Samples were taken using the cluster sampling method and obtained class XII AP-2
and XII MM-1 as the experimental class, and class XII AP-1 and XII MM-2 as the control class.
Data collection techniques using tests, interviews and questionnaires. Research instruments include tests of
mathematical reasoning ability and learning motivation questionnaires. The data analysis technique used to test the
research hypothesis is the ANAVA test, before conducting a hypothesis test, a prerequisite test is performed, namely
the normality test using the Liliefors test and the homogeneity test using the Bartlett's test.
Implementation of the test at the beginning of the research activity with essay items used to measure students' initial
knowledge(Huda et al., 2020). A description of the students' initial knowledge data is presented in Table 1. The initial
knowledge data obtained by students in the ECIRR class and cognitive conflict were used to classify students into two
levels of groups. The two groups are groups of students with a high initial level of knowledge (high PA) with a score
above the average and a group of students with a low initial level of knowledge (low PA) with a score below the
average. Implementation of the multiple choice item test at the end of the research activity used an essay used to
measure students' mastery of concept concepts.
Data description of students' mastery of physics concepts between groups is presented in Figure 1. From the results of
the analysis with the two path ANOVA, it is concluded that there are differences in the mastery of students' physics
concepts between groups of students learning through the ECIRR learning model and cognitive conflict models, there
are differences in the mastery of students' physics concepts between groups of students who have high and low initial
knowledge, and there is an influence of interaction of learning models (ECIRR learning models and cognitive conflict
models) and initial knowledge of students' mastery of physical concepts.
Findings / Results
Based on the results of data processing the results of tests of mathematical reasoning ability of students with
descriptive analysis and data from the two groups are in a balanced state then the recapitulation results obtained from
the observation are as follows:

Me Mo R S
Experiment 94 58 75.800 76 76 36 9,208
Control 90 50 70.067 72 74 40 9,861
Based on Table 2 the experimental class obtained the highest value ( ) = 94, and lowest value ( ) = 58. The
average in the experimental class is 75.8, with the middle value (median) 76, values that often appear (mode) 76, and
range of values (R) 36, and standard deviation 9,208. Then, in the control class the highest value ( ) 90, and lowest
value ( ) 50. The average in the experimental class is 70.067, with the middle value (median) 72, values that often
appear (mode) 74, and range of values (R) 40, and standard deviation 9,861.
In addition to testing the mathematical reasoning ability test, questionnaire data related to learning motivation were
also shared with students. The questionnaire data that was analyzed obtained the number of learning motivations
included in the 3 criteria that can be seen in Table 3.
Table 3. Description of Observation Questionnaire Data

Class S
High Normally Low
Experiment 86,567 11,805 6 20 4
Control 84,333 11,586 4 20 6
Based on Table 3.the experimental class obtained an average value of 86,567 and a standard deviation of 11,805. So, it
can be categorized that there are 6 students with high learning motivation, 20 students who are categorized as
moderate learning motivation, and 4 students who are categorized as low learning motivation. While the control class
obtained an average value of 84,333 and a standard deviation of 11,586. So, it can be categorized that there are 4
students with high learning motivation, 20 students who are categorized as moderate learning motivation, and 6
students who are categorized as low learning motivation.
After all the test data has been collected, it will be used as a hypothesis test using 2-way ANAVA, but before the
hypothesis test is carried out, the prerequisite test will be conducted first using the normality and homogeneity test.
The normality test results can be seen in Figure 4.
680PAHRUDIN ET AL. / Thee Effect of the ECIRR Learning Model
0.3
0.25
0.2
0.15 L Count
L Table
0.1
0.05
0
Experiment Control
ontrol High Normally Low
Based on Figure 4, the experimental

erimental class obtained
obtai 0.139 with 0.159, Control clas
class is obtained
0.112 with 0.159.while the motiv
motivation to learn for students classified
fied as high motivation
motivat is obtained
0.200 with a sample of 10 respondents and 0.261, for students belongingg to the motivation (Munifah et al.,
2019) being obtained 0.121
.121 with a sample ofo 40 respondents and 0.138 and for students belonging
be to low
motivation is obtained 0.178 with a sample of 10 respondents and 0.261.
61. based on all the normality test
results it can be concluded that
at all groups have which mean H0 accepted
epted which means the t data comes
from a normally distributed population (Huda et alal., 2019).
Furthermore homogeneity tests ts were performed us using test ton test data and questionnaires
nnaires using a significance
signi level of
5%. The test can be said to be homogeneous neous if .The results off the calculation tes
test between the
experimental class and the control
ntrol class get a value
val = 0.136 with = 3.481, while for the
th categories of
learning motivation that are high (Hartinah nah et al., 2019), medium and low score = 1.196 with = 5.991.
So, it can be concluded that thee sample came from a homogeneous population (Munifah et al., 2019). 2019) After knowing all
the data of each group is normally
ally distributed and comes from the same variance, then hen the hypothesis test
t can then be
performed using 2 way ANAVA (Habibi et al., 2019)
2019). The recapitulation of ANAVA 2 road can be seen in TableT 4.
Table 4. Recapitul
Recapitulation of the results of the 2 road ANAVA
Source JK dK RK !"#$ % !% &'(
Learning (A) 370.671 1 370.671 7.153 4.020

Motivation (B) 274 2 1372.5 26.485 3.168
Interaction (AB) 88.2 2 44.100 0.851 3.168
Error 2798.4 54 51.822 - -
Total 6002.271 59 - - -
This explanation indicates that the need for furthe

further testing is a double comparison test using the Schaffer method. The
aim of this further test is to seee the more significan
significant influence of the independent variables,
riables, namely the ECIRR
E learning
model (Munifah et al., 2019) and learning motivation
motiva on the dependent variable, namely the students'
students mathematical
reasoning ability (Sagala et al., 2019).
Table 5. Calculation of the double column comparison test

1 )* +,) 32.457 6.336 H0 rejected
2 )* +,)- 38.593 6.336 H0 rejected
3 ) +,)- 4.670 6.336 H0 accepted
a) Intermediate calculation results )* +,) obtained . >. which mean H1 be rejected. So there is a
significant influence between high learning motivation and moderate learning motivation on mathematical
reasoning abilities. Based on Table 5, it can be seen that the mean marginal motivation is high, amounting to 86
greater than the average marginal motivation being, at 71.5. This research can be concluded that students who are
included in the category of high learning motivation are better than students who are included in the category of
moderate learning motivationtowards mathematical reasoning ability.
b) Intermediate calculation results )* +,)- obtained . >. which mean H1 be rejected. So there is a
significant influence between high learning motivation and low learning motivation on mathematical reasoning
abilities. The mean marginal of high motivation, by 86 is greater than the marginal rate of low motivation, by 66.
So it can be concluded that students who are included in the category of high learning motivation are better than
students who are included in the category of low learning motivation towards mathematical reasoning abilities.
c) Intermediate calculation results ) +,)- obtained. >. which mean H1 be accepted. So that there is no
significant effect between moderate learning motivation and low learning motivation on mathematical reasoning
abilities.
Discussion
Students will be motivated in learning if learning makes students more active and attracts students' attention
(Astamega, 2018). According to (Sumartini, 2018) mathematical reasoning of students can be stimulated by various
cooperative learning models that can make students active in the learning process (Sumartini, 2018). This is in line
with the results of research conducted by the author that the activeness of students who were given the
implementation of the ECIRR model makes students have better mathematical reasoning abilities compared to students
who were treated with conventional methods (Prastowo et al., 2019).
The ECIRR model is a model of the learning process actively involving students to create an understanding of oneself.
This ECIRR learning has the advantage that the teacher can know the initial knowledge possessed by the student is
correct or there is still a mistake because in this lesson students can identify their knowledge (Rahmawati, Lestari, &
Umam, 2019), can accustom students to discuss and express opinions using clear and logical language for answers that
they think are correct so they can respect one another(Silaban, Suhandi, & Gunanto, 2017). Also based on the results of
previous research by (Apriyani, 2017), revealed that the use of the ECIRR model in mathematics learning can improve
students' mathematical reflective thinking skills (Apriyani, 2017). This is also in line with the conclusions obtained
from the results of research by Efendi that the use of learning in the ECIRR class can improve the ability of students to
understand (Ramadhani, Huda, & Umam, 2019) the concept of students better than the class conflict (Effendi et al.,
2017). Reviewing students 'learning motivation, (Kusuma et al., 2014) explained in his research that the ECIRR
learning model can improve students' motivation (Ramadhani et al., 2019) and learning outcomes (Kusuma et al.,
2014).
Conclusion
Based on the results of research and discussion it can be concluded that (a) There is an influence of the ECIRR learning
model on mathematical reasoning abilities. Students who are treated with learning using the ECIRR learning model
have better mathematical reasoning abilities compared to students who are treated with conventional learning; (b)
There is an influence of student learning motivation on mathematical reasoning abilities. Mathematical reasoning
ability of students who have high learning motivation is better than students who have moderate or low learning
motivation. Students who have learning motivation who are getting mathematical reasoning skills as well as students
who have low learning motivation; (c) There is no interaction between the treatment of learning models and categories
of student motivation for mathematical reasoning abilities.
Based on the conclusions of this study, some suggestions can be made so that the teacher can apply the ECIRR learning
model and for further researchers to examine the effect of the ECIRR learning model on other subjects to improve
students' mathematical reasoning abilities, or be expected to be able to see how other mathematical abilities possessed
students by applying the use of the ECIRR learning model.
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European Journal of Educational Research

The Languages especially the sentences and grammar need to be improved

[A1] Need to explain the stages and instruments used

Keywords:ECIRR, mathematical reasoning ability, student learning motivation.

mathematics learning according to Ministry of Education Regulation No.22 of 2006 is to use

reasoning on patterns and traits, carry out mathematical manipulations in making

generalizations, compiling evidence or explaining mathematical ideas and statements (Sari,

2014). Mathematical reasoning abilities need to be the focus of attention in mathematics

makes students 'mathematical learning achievement better than students' mathematical

abilities in terms of learning motivation.

Research Design Comment [A1]: need to be

control design. The research design is described as in Table 1.

Table 1. Research design

Motivation to learn (Bj)

ECIRR Learning Model (A1) A1B1 A1B2 A1B3

Research Sample Comment [A3]: need more

the recapitulation results obtained from the observation are as follows:

Table 2. Description of Observation Data Mathematical Reasoning Ability Tests

Measuring Central Size of Group

Table 3. Description of Observation Observation Questionnaire Data

Learning Motivation Criteria

motivation, and 6 students who are categorized as low learning motivation.

Table 4. Recapitulation of Normality Test Results

Based on Table 4. In the experimental class obtained with ,

Control class is obtained with while the motivation to learn

for students classified as high motivation is obtained 0.200 with a sample of 10

normally distributed population (Huda et al., 2019).

using a significance level of 5%. The test can be said to be homogeneous if

Table 5. Recapitulation of the results of the 2 road ANAVA

ability (Sagala, Umam, Thahir, Saregar, & Wardani, 2019).

Table 6. Calculation of the Double Column Comparation Test

No H0 Fcount Ftable Test Decision

a) Intermediate calculation results obtained which mean be

rejected. So there is a significant influence between high learning motivation and

moderate learning motivation on mathematical reasoning abilities. Based on Table 6, it

mathematical reasoning ability.

learning motivation on mathematical reasoning abilities. The mean marginal of high

mathematical reasoning abilities.

c) Intermediate calculation results obtained which mean be

low learning motivation on mathematical reasoning abilities.

students' attention (Astamega, 2018). According to Sumartini mathematical reasoning of

influence of student learning motivation on mathematical reasoning abilities. Mathematical

motivation for mathematical reasoning abilities.

ECIRR learning model on other subjects to improve students' mathematical reasoning

by applying the use of the ECIRR learning model.

 Look for more recent journals

THE DECISION (Mark with "X" one of the options)

Keywords: ECIRR, mathematical reasoning ability, student learning motivation.

mathematics learning according to Ministry of Education Regulation No.22 of 2006 is to use

reasoning on patterns and traits, carry out mathematical manipulations in making

generalizations, compiling evidence or explaining mathematical ideas and statements (Sari,

2014). Mathematical reasoning abilities need to be the focus of attention in mathematics

makes students 'mathematical learning achievement better than students' mathematical

abilities in terms of learning motivation.

control design. The research design is described as in Table 1.

Table 1. Research design

Motivation to learn (Bj)

ECIRR Learning Model (A1) A1B1 A1B2 A1B3

Conventional Learning A2B1 A2B2 A2B3

the recapitulation results obtained from the observation are as follows:

Table 2. Description of Observation Data Mathematical Reasoning Ability Tests

Measuring Central Size of Group

Table 3. Description of Observation Observation Questionnaire Data