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This study aims to determine the differences in the increase in mathematical reasoning abilities between students who get cooperative learning type STAD and students who get direct instruction learning, and the influence of both learnings on improving students' mathematical reasoning abilities. This research is a quasi-experimental study with a sample of 62 students from two different schools. The instrument used in this study was a test of mathematical reasoning ability. The results of this study indicate that there are differences in the increase in significant mathematical reasoning abilities between students who followed STAD type cooperative learning and students who took direct instruction learning.