Integration of products assessment in mind mapping learning to enhance mathematical communication

Abstract

Mathematical communication is a fundamental mathematics educational objective. Mathematical communication ability and skills of students in primary school of namely SD 1 Peganjaran Kudus still relatively low because the students has not been given the opportunity to communicate mathematical ideas, orally and written. This study aimed to describe the improvement of mathematical communication ability and skills of 3rd grade students through the application of mind mapping learning that accompanied with product assessment. Classroom action research was conducted on 3rd grade students in SD 1 Peganjaran Bae Kudus. The study lasted for two cycles. Each cycle included planning, action, observation, and reflection. Mathematical communication skill of students was observed based on the observation sheet, whereas mathematical communication ability measured by tests of mathematical communication. The findings are mind mapping learning with product assessment could improve the mathematical communication skills of students from 69.75% in the 1st cycle to 75.52% in 2nd cycle and the average of students’ mathematical communication ability has increased from 73.25 in 1st cycle to 85.75 in 2nd cycle. The teacher can add more mathematics problems type that dig students in communicating mathematical ideas so that written, oral and visual mathematical communication skills can be increased.