Abstract
This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java. The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school cluster and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well. The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and self regulated learning. Moreover, there was association between mathematical communication and self regulated learning
Highlights
Mathematical communication ability as an essential learning mathematics outcome should be improved on high school students
Regarded entirely class, and low and medium school cluster and prior mathematics ability (PMA) levels the grade of mathematical communication ability (MCA) of students taught by reciprocal teaching were better than the grade of MCA of students taught by conventional teaching
While on MCA there was no difference of the grade of students taught by reciprocal teaching and the grade of students taught by conventional teaching
Summary
Mathematical communication ability as an essential learning mathematics outcome should be improved on high school students. That statement was in line with the goals of National Education (2004) and school mathematics learning (KTSP, 2006, NCTM, 2004) Those goals among other things were: to communicate mathematically, to use mathematics as a tool for communicating, to make relation among mathematics ideas, to express mathematics idea, and to explain a situation or problem by using symbol, table, diagram, or other media. Palinscar (1986) stated that reciprocal teaching enclosed some learning activities namely: to read a written learning materials carefully, to summarize them, to pose some relevant questions, to construct an explanation and or a prediction. Those activities happened in cooperative learning small group situation, where teacher took a role as fasilitator and helped students by using probing and scaffolding. Similar to Palinsar (1986), Brener (1998) stated that during discussion in a small group, students were motivated and encouraged to propose some questions and opinions and indirectly the activities would improve mathematical communication ability of the students. Hendriana (2002) by implementing reciprocal
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