Implementation of R Software in Improving Student Statistical Reasoning, is it Effectivities?

In the current era of digitalization, statistical skills are needed to interpret and understand and make good decisions about statistical data. However, many students still have the view that statistics is a difficult subject to understand. This is based on the fact that in working on the problem sufficient statistical skills are needed, starting from basic skills to application abilities. Students who have low statistical abilities become less interested in statistics lectures. One of these statistical abilities is statistical reasoning. Statistical reasoning is the student's ability to make logical conclusions from a problem by using statistical concepts in a comprehensive manner, and making decisions as well as evaluating and interpreting the information processed. Efforts to improve statistical reasoning skills require a learning innovation using an application. The role of technology in learning statistics includes using modules assisted by the R program. The research method used is quasi-experimental with a research design, namely pretest-posttest control group design. The results showed that the statistical reasoning abilities of students whose lectures used the R program assisted module were higher than regular lectures for both the low, medium and overall groups. However, the high group had the same increase in statistical reasoning abilities between the experimental and control classes. The effect of statistics lectures using the R program assisted module was high in the medium, low and overall groups. Thus, the use of the R program assisted module is effective in increasing statistical reasoning.