The first cycle of the reflective pedagogical paradigm implementation in the introduction probability theory course

One of purposes of this study was describing the steps of the teaching and learning process if the teacher in the Introduction Probability Theory course wanted to teach about the event probability by using the reflective pedagogical paradigm (RPP) and describing the results achieved by the students. The study consisted of three cycles, but the results would be presented in this paper was limited to the results obtained in the first cycle. Stages conducted by the researcher in the first cycle could be divided into five stages, namely (1) to know the students’ context, (2) to plan and provide student learning experiences, (3) to facilitate students in actions, (4) to ask students to make a reflection and (5) to evaluate. The type of research used in this research was descriptive qualitative and quantitative research. The students’ learning experience, the students’ action, and the students’ reflection would be described qualitatively. The student evaluation results would be described quantitatively. The research subject in this study was 38 students taking the introduction probability theory course in class C. From the students’ reflection, still quite a lot of students were not complete in writing concepts that they have learned and / or have not been precise in describing the relationships between concepts that they have learned. From the students’ evaluation, 85.29% students got score under 7. If examined more deeply, the most difficulty of students were in the mathematical horizontal process. As a result, they had difficulty in performing the mathematical vertical process.