Abstract
This research is motivated by the importance of students' learning motivation and the low of high school students’ mathematical communication skills in learning mathematics. The purpose of this study was to determine the effect of learning motivation on the high school students’ mathematical communication skills in learning mathematics with the Brain-Based Learning model. This research is mixed-method research with concurrent triangulation strategies. The population in this study were all class XI in SMA 1 Rengasdengklok on Kabupaten Karawang and the sample was one class. Data was collected by providing tests, observations, questionnaires, and interviews. The test used is a description test, while the motivation scale uses a Likert Scale. The data was analyzed by normality test and simple linear regression. The results of this study indicate that there is an influence of learning motivation on mathematical communication skills in the application of the Brain-Based Learning model with a percentage of 56.8%.
Highlights
Mathematics is one of the main subjects in school
The purpose of this study was to determine the effect of learning motivation in mathematics learning using the Brain-Based Learning (BBL) model
The instruments used in this study were a mathematical communication skill test with 4 questions, a motivation scale, interview guidelines, and an observation sheet
Summary
The learning objectives of mathematics formulated by the National Council of Teachers of Mathematics (2000) are to develop students' ability to solve mathematical 808|. Based on these objectives, mathematical communication skills is one of the abilities that students must have in learning mathematics. Mathematical communication skills is one of the abilities that students must have in learning mathematics This ability is important for students so that students can communicate, tell, explain an idea they have to other students. With the communication process in learning, students can exchange ideas with other students or with their teacher, and an active learning process will be created. According to Asnawati (2017), students need to be accustomed to learn to provide arguments for each answer and provide responses to answers given by others, so that what is being studied becomes more meaningful to them
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