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Abstract
This study investigates the effect of the Reciprocal Teaching (RT) model, implemented as a Participatory Teaching Method, on Grade VII middle school students' mathematical reasoning ability and self-confidence. A quasi-experimental one-group pretest-posttest design was employed with 32 students from SMP Negeri 6 Yogyakarta, selected through purposive sampling. The intervention consisted of four structured instructional sessions on quadrilateral and triangle geometry, incorporating the four RT strategies: predicting, questioning, clarifying, and summarizing. Data were collected using expert-validated instruments: a mathematical reasoning essay test and a Likert-scale self-confidence questionnaire, with reliability confirmed via Cronbach's alpha. Results showed statistically significant improvements in mathematical reasoning (M = 51.43 to 71.78) and self-confidence (M = 35.40 to 39.50), both indicating large effect sizes. Analysis by reasoning indicator revealed gains across conjecture-making, logical argumentation, and conclusion drawing. These findings suggest that RT effectively enhances both cognitive and affective dimensions of mathematics learning. Practical implications for mathematics educators and directions for future research are discussed.
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