Mathematical Communication Ability in Core Learning Realistic Mathematics Approach with the Assist of Quizizz

Abstract

Mathematical communication skills are very important in learning mathematics. The mathematical communication skills of grade III students at SD Tandang 02 were still relatively low, they have not been able to express opinions about mathematics or explain in notation or hull form. This study aimed to determine the increase in students' mathematical communication skills in CORE learning with a quizizz-assisted realistic mathematics approach. The method used in this study was a Quasi-Experimental method. The population in this study were class III students in the even semester of the 2020/2021 academic year. Selection of the sample using cluster random sampling technique. The sample in this study was class III students as an experimental class, the class that was subjected to CORE learning with a quizizz-assisted realistic mathematics approach. Data collection techniques in this study are documentation techniques, test techniques, observation, and interviews. The research instruments used were mathematical communication question sheets, interview guidelines and observation sheets when learning took place. The data analysis technique used is a prerequisite test which includes normality and homogeneity tests, hypothesis testing which includes completeness tests, average difference tests and influence tests. The results showed that there was an increase in mathematical communication skills using the CORE model with a realistic mathematical approach based on quizizz media. The success of this increase can be seen from the results of research on frequency tendencies which show an increase during the posttest or after being given learning. The completeness test also showed that the proportion of completeness of students subjected to the CORE learning model with a quizizz-assisted realistic mathematics approach is more than 75%. The results of the independent sample t-test to find out the difference between the control and experimental classes, the results of the significance value show the number 0.00 <0.05. This proves that there is a difference in the average mathematical communication ability of students in the experimental class and the control class after learning. In the matter of mathematical communication skills, there were no students who achieved high gain scores, students who achieved moderate gain scores had a percentage of 82%, and students who achieved low gain scores had a percentage of 18%. Keywords: Communication Ability, Model CORE, RME Approach, Quizizz