Influence of Problem Based Learning Model and Early Mathematics Ability to Mathematical Communication Skills and Self-Confidence in Junior High School

Muhammad Febri Rafli,Edi Syahputra,Y Yusnadi

doi:10.12691/education-6-11-12

Muhammad Febri Rafli, Edi Syahputra + Show 1 more

Open Access

https://doi.org/10.12691/education-6-11-12

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Abstract

This study aims to determine: (1) the effect of problem based learning model on students mathematical communication skills, (2) the effect of problem based learning model on students self-confidence, (3) the interaction between learning models (problem based learning and conventional learning) and early mathematics ability to students mathematical communication skills, and (4) the interaction between learning models (problem based learning and conventional learning) and early mathematics ability to student's self-confidence. This study is a quasi-experimental research. The population in this study were all students of class VIII junior high school 2 Tanjung Pura consisting of six classes. Samples were selected by simple random sampling as much as two classes. The selected class is VIII-2 as the experimental class (31 students) and VIII-1 as the control class (32 students). The instruments used are mathematical communication skills test, early mathematics ability test, self-confidence questionnaire. Data obtained from the research instruments were analyzed using two-way ANOVA by SPSS program. The results showed that: (1) there is significant effect of problem based learning model to students mathematical communication skill, (2) there is a significant effect of problem based learning model to students self-confidence, (3) there is interaction between learning models (problem based learning and conventional learning) and early mathematics ability to students' mathematical communication skills, (4) there is interaction between learning models (problem based learning and conventional learning) and early mathematics ability to student's self-confidence.

Highlights

In general mathematics has five objectives in mathematics learning
The experimental group is treated by applying the problem based learning model, while the control group is treated by applying conventional learning
Based on the research described in the previous section, can be summed up as follows: 1. Mathematical communication ability of students taught using problem based learning models better than taught using conventional learning

Summary

Introduction

In general mathematics has five objectives in mathematics learning. These objectives include: developing mathematical attitudes, gaining proficiency in the use of mathematical language, gaining insight into applications from mathematics in other disciplines [1]. One of the goals of mathematics learning has a purpose so students can communicate well. This is in accordance with the standard of the mathematics learning process formulated by the National Council of Teacher of Mathematics [2], namely: 1) mathematical problem solving, 2) mathematical reasoning, 3) mathematical communication, 4) mathematical connections, and 5) mathematical representation. With communication students can improve vocabulary, develop speaking skills, write ideas systematically and have better learning abilities [3,4]. Kartono, and Sutarto [7] that students' mathematical communication skills are still low. Students have difficulty identifying and conveying ideas contained in a problem [8]

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