Year-end Sale % OFF 
Abstract
This research aims to analyze students' mathematical communication skills in solving mathematical problems based on their self-confidence. This research was a qualitative research method with descriptive approach. This research was conducted at one of junior high school in Muaro Jambi, Jambi, Indonesia. The research subjects were six students consisting of two students with high self-confidence category, two students with medium category, and two students with low category who were selected using purposive sampling technique. This research used student self-confidence questionnaires, problem-solving tests, and interviews to confirm the level of students' mathematical communication skills. The data were analyzed by descriptive technique. The results showed that the subjects with high self-confidence had met all indicators of mathematical communication skills, while the subjects with medium self-confidence had met three of four indicators of mathematical communication skills, and the subjects with low self-confidence only fulfill one of four indicators of mathematical communication skills.
Highlights
Mathematics is one of the subjects taught in schools that will help students grow their critical thinking and argumentation skills (Firdaus, Kailani, Bakar, & Bakry, 2015; Gravemeijer, Stephan, Julie, Lin, & Ohtani, 2017; Sanders, 2016), assist them in solving daily problems, and aid in the advancement of science and technology (Eyyam & Yaratan, 2014; Park, 2006)
The study subjects were chosen by administering a self-confidence questionnaire to thirty seventhgrade students
The questionnaire includes statements about student self-confidence that have been calibrated against self-confidence measures
Summary
Mathematics is one of the subjects taught in schools that will help students grow their critical thinking and argumentation skills (Firdaus, Kailani, Bakar, & Bakry, 2015; Gravemeijer, Stephan, Julie, Lin, & Ohtani, 2017; Sanders, 2016), assist them in solving daily problems, and aid in the advancement of science and technology (Eyyam & Yaratan, 2014; Park, 2006). Mathematical communication is a necessary mathematical skill in the secondary school mathematics curriculum (Hendriana, Rohaeti, & Sumarmo, 2017). (Lomibao, Luna, & Namoco, 2016; Paridjo & Waluya, 2017; Surya & Syahputra, 2017) argue that mathematical communication is critical to learning mathematics because it enables students to express, illustrate, describe, and listen, all of which contribute to a deeper understanding of mathematics
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
