Increase In Mathematical Communication Skills Research Articles

Implementation of Problem Based Learning Assisted by Learning Management System to Improve Students' Mathematical Communication Skills

Learning is not limited to the transfer of knowledge, but rather needs to provide opportunities for students to communicate ideas clearly in order to develop more flexible and practical abilities. The aim of the research is to determine the implementation of Problem Based Learning assisted by a Learning Management System (LMS) to improve students' mathematical communication skills. The research method uses a quantitative type, with a sample of class 1F of 23 students as the experimental class and class 1G of 24 students as the control class for the 2022/2023 even semester academic year in the D4 Electronics Engineering study program at the Malang State Polytechnic. Data collection methods such as observation and tests, where instruments are provided with observation sheets and test questions. Data analysis used the normal test, homogeneous test, proportion test, comparison test (test) and the N-gain test. The research results show that the data is normally distributed and homogeneous. The research indicators meet 1) Students' ability to communicate mathematics which is influenced by the treatment given through Problem Based Learning with the help of LMS reaches the minimum standard in learning both (B) individual and classical, exceeds 75%, 2) Students' ability to communicate mathematics which is influenced by the treatment given through Problem Based Learning with LMS support is better than expository learning, 3) The increase in mathematical communication skills of students who take part in Problem Based Learning with LMS support is significantly higher than expository learning, namely 0.496 in the medium category.

Distance Learning: GeoGebra-Learning Videos to Improving Mathematical Communication Ability

This study aims to use the GeoGebra application as a learning aid and ascertain the efficacy of learning videos in calculus education. Using a mathematical communication test, the research employs a quantitative approach and a quasi-experimental technique to acquire data. This study’s sample is a second-year student enrolled at a Serang-Banten university. The sample is comprised of two divisions. One class is utilized for the control group of 25 pupils and another for the experimental group of 30. In the control group, students were only taught in an online learning environment using the Zoom Meet application without explaining GeoGebra-learning videos. The findings show differences in the increase in mathematical communication skills of students who study online using GeoGe-bra-learning videos (the experimental group) and those who get online learning without using GeoGebra- learning videos (the control group). Thus, GeoGebra-learning videos are a learning support tool that can improve students’ mathematical communication skills.

Analysis of the Flipped Classroom Model Using Digital Media in Improving Students' Mathematical Communication Skills

The flipped classroom model is a learning model in which activities usually carried out in class are changed to be carried out at home, such as material explanations by the teacher, and activities carried out at home are changed to be carried out at school, such as doing assignments. The research aims to describe the flipped classroom model using digital media to improve mathematical communication skills. This research is a qualitative descriptive study. The research subjects used were six junior high school students in Batu City. In the pretest and posttest, data collection techniques to determine students' mathematical communication abilities while observation to determine teacher activities in learning uses the flipped classroom model using digital media. The instruments used are test sheets and observation sheets. Data analysis techniques consist of data reduction, data presentation, and conclusion. The results showed that after using the flipped classroom model using digital media, there was an increase in mathematical communication skills. After learning according to the lesson plan, the results of observations were in the very good category. There was an increase of 53% in the indicator of the ability to write mathematical situations correctly and precisely. The indicator of the ability to write ideas or solve problems correctly and accurately increased by 33%, while the ability to write conclusions from problems using their language increased by 39%.

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

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

Development of Mathematics e-Modules based on PjBL STEM on Materials Constructing Flat Side Spaces to Improve Mathematical Communication Ability of Junior High School Students

This development research aims: 1) To find out the validity, practicality, and effectiveness of the PjBL STEM-based Mathematics e-Module on the material of Constructing Flat Side Spaces. 2) Knowing the increase in mathematical communication skills of class VIII B students of SMPN 2 Sawahan after using the PjBL STEM-based Mathematics e-Module. The development model in this research uses 4D which consists of Define, Design, Development, and Dissemination. The instruments used include a learning device validation sheet to determine the validity of the developed e-module, student response questionnaires to determine the practicality of the developed e-module, and learning outcomes tests to determine the effectiveness of the developed e-module. The results showed: 1) the PjBL STEM-based Mathematics e-Module on the Flat Sided Space Building material met the validity criteria, the average validation sheet obtained a value of 94% with the "very valid" category, and the practicality criteria obtained from the student response questionnaire sheet reached a score of 62 % in the field trial with the practical category, and the effectiveness criteria tested using the t-test met the specified criteria, the post-test value of the experimental class was 4.75 greater than the control class and the p-value = 0.015 0.05 means that there is a difference in scores student learning outcomes significantly in the experimental class and control class. 2) The improvement of students' mathematical communication skills can be seen after using the developed e-Module. This can be seen from the results of the normalized gain test with an average N-Gain score of 0.63 (medium level of interpretation). So that it proves that the development of e-Modules developed can improve students' communication skills. Based on the results of the study, it is concluded that the PjBL STEM-based Mathematics e-Module developed by researchers can improve students' mathematical communication skills and is suitable for use in learning

Students' Mathematical Communication Ability through Blended Learning Model for Elementary School Students in Banda Aceh

Mathematics is an exact science, mathematics is studied from elementary school to college level. One of the objectives of learning mathematics in the 2013 Ministry of Education and Culture is that students are able to have mathematical communication skills. Because with mathematical communication skills, students can convey their ideas both orally and in writing, so that in the learning process a good understanding can be formed. The purpose of this study is to determine whether using the station rotation type blended learning model can improve students' mathematical communication skills. This study uses a quantitative approach, while the design used in this study is a one group pretest-posttest control design. The sample in this study used purposive sampling technique. Thus, the research sample in this study is class Vc, because class Vc has less ability in mathematics than classes Va and Vb, based on observations from the three homeroom teachers. The data in the study were taken by giving pretest and posttest questions about mathematical communication skills about the material of building space. Furthermore, to determine the increase in mathematical communication skills in this study was carried out using the paired t test formula. The results show that the t-count is 17.02, while the t-table with a significant level of 5% or 0.05 is 2.04, so Ha is accepted and it can be concluded that there is an increase in students' mathematical communication skills who are taught using the learning model. Station rotation type blended learning.
 
 Keywords: Mathematical Communication Skills, Blended Learning

Collaborative Learning's Effect on Mathematical Communication Skill

This study aims to determine the increase in mathematical communication skills through Collaborative Learning. This study is an experimental study with a pre-test post-test control group design. Researchers randomly selected two groups of 30 students each from 183 Grade 8 students at a junior high school in Lembang, Indonesia. The mathematical communication skills test is used as a measuring instrument. Quantitative data analysis was performed using t-test, Mann-Whitney, and Rank-Spearman. The results showed that the increase in the mathematical communication skills of students who received Collaborative Learning was better than students who received conventional learning.

Improving mathematic communication ability through islamic math e-comic media: A study on building flat sides

Media Islamic Math e-Comic is a mathematical comic with Islamic nuances that has mathematical problem solving with clear illustrations and problem-solving methods according to indicators that can improve students' mathematical communication skills. This study aims to determine how much the increase in mathematical communication skills in the use of Islamic Math e-Comic media on the subject of flat side space for class VIII. The media is developed through stages in the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This type of research is Quasy Experiment by giving pretest and posttest questions on small-scale tests and large-scale tests. Then, the effectiveness test of the use of Islamic Math e-Comic media was carried out using the Effect Size test, obtaining results of 0.53 with the "medium" criteria. This shows an increase in the value obtained by students after using the Islamic Math e-Comic media on the flat side space building material.

DEVELOPMENT OF INTERACTIVE LEARNING MODEL BASED ON THINK PAIR SHARE TO IMPROVE STUDENT'S MATHEMATIC COMMUNICATION ABILITY

This study aims to: 1) determine the development of an interactive learning model based on think pair share on material (square and rectangle) that is valid, practical, and effective so that it can improve students' mathematical communication skills; and 2) describe the improvement of mathematical communication skills using an interactive learning model based on think pair share. This research is a development research. The development model used in this research is the ADDIE model. The results showed that: 1) the development of an interactive learning model based on think-paur share that was developed met the criteria of validity, practicality and effectiveness; and 2) the increase in mathematical communication skills using an interactive learning model based on think pair share increased in terms of the Ngain trial I of 0,30 with low criteria and in the second trial with moderate criteria.

PENDEKATAN METAKOGNISI SEBAGAI ALTERNATIF PEMBELAJARAN MATEMATIKA

Learning that challenges students to communicate their ideas will make students try to solve the problems they experience in learning mathematics, but the ability of students to communicate and solve problems is very dependent on their awareness of what they know and how to do this. This is related to their metacognitive awareness. Metacognition is the awareness of our thinking so that we can perform specific tasks, and then use this awareness to control what we do. This research was carried out with the aim of: 1) knowing the achievement of students' mathematical communication skills after using the metacognitive approach compared to those using conventional learning, 2) knowing the increase in mathematical communication skills of students who received learning with a metacognition approach and those who received conventional learning, 3) knowing the response students towards learning by using metacognitive learning. Data were collected from students' mathematical communication skills tests in the form of essay questions and student questionnaires. Questionnaires were given to all experimental class students with the aim of knowing students' responses to mathematics learning using metacognition learning. This research is a quasi-experimental study with an experimental class design, namely Pretest-Treatment-Postest, while the control class is Pretest-Postest. From the results of data analysis with a significant level of = 0.05, it shows that the achievement of mathematical communication skills of students who get learning with a metacognitive approach is better than conventional learning. The improvement of mathematical communication skills of students who received mathematics learning with a metacognitive approach was better than the mathematical communication skills of students who received conventional learning. The improvement in mathematical communication skills of students who received mathematics learning with cooperative learning of the TGT type was in the medium category, while students who received conventional learning had an increase in the low category. Based on the results of the analysis of student responses to metacognition learning, it shows that students have a positive attitude towards learning mathematics with a metacognitive approach.

Kemampuan Komunikasi Matematis Siswa antara Model Pembelajaran Course Review Horay dan STAD

Students' low mathematical communication skills are a problem in this study. The purpose of this study was to determine the increase in mathematical communication skills between students who received the Course Review Horay learning model and students who received the Student Teams Achievement Division learning model. The research method is quasi-experimental. The population in this study were students of one of the state junior high schools in Garut with a sample of 50 students in class VII C and VII D. Data analysis was carried out by normality test, homogeneity test, and t-test. The results showed that there was an increase in mathematical communication skills between students who received the Cause Review Horay learning model and students who received the Student Teams Achievement Division learning model. The quality of improvement in the Class Cause Horay Review and the Student Teams Achievement Division class both show moderate criteria, the Horay Review Cause class shows a good attitude, and the Student Teams Achievement Division class shows a sufficient attitude.

Students’ mathematical communication skills through vlog in project-based learning based on the unity of sciences

This study aims to determine the increase in mathematical communication skills of students of UIN Walisongo Semarang using mathematics teaching materials that apply Project Based Learning through vlogs based on unity of sciences. The importance of mathematical communication skills can help students more easily communicate the results of their mind on mathematical problems through symbols, diagrams, tables, or the other media. Mathematical communication skills make it easier for students as prospective teachers to convey messages in the form of mathematical concepts, principles, and objects. Students who have mathematical communication skills have an easy understanding of the level of understanding the concepts and application of mathematics in everyday life. Mathematical communication skills can be honed through a learning process that involves groups in creating and completing a project. Giving projects in the form of vlogs trains students in communicating and expressing their ideas or truths and can inspire others to do the same on the vlogs that have been made. Project-based learning through vlogs with Islamic values as the implementation of the unity of knowledge can instill a paradigm that all knowledge is one interconnected unit, sourced from the verses of Allah, both qauliyah and kauniyah verses, so that it is getting higher. Owned mathematical knowledge, makes someone who studies mathematics more faith in Allah. The results showed that there was an increase in the mathematical communication skills of mathematics education students by using a project-based learning model through vlogs based on science unity.

Comparison of Mathematic Communication Ability Through Problem Based Learning And Guided Discovery

This study aims to examine differences in improvement in mathematical communication skills between students who obtain problem-based learning models and students who obtain guided discovery models, examine differences in mathematical communication skills improvement in terms of KAM level (initial mathematical ability), examine interactions between the two learning models and levels KAM students in improving mathematical communication skills of students who learn through problem-based learning models and guided discovery models. This research is a quasi-experimental study with a population of all eighth grade students in one of the state junior high schools in Tasikmalaya. The sample of this research is class VIII E and VIII G as many as 72 students. To obtain data in this study used an instrument in the form of a mathematical communication ability test. Data analysis was performed quantitatively using the t-test and the two-way Anova test. The results showed that: (1) there was no difference in the increase in mathematical communication skills between students who obtained problem-based learning models and students who obtained guided discovery models; (2) improvement of students’ mathematical communication skills in the two lessons are both in the medium classification category; (3) there is no difference in the improvement of mathematical communication skills between students who take learning with problem based learning models and students who take learning with guided discovery models in terms of KAM; (4) there is no interaction effect between the two learning models and KAM level of students in improving students’ mathematical communication skills.

The IMPROVMENT OF STUDENTS 'MATHEMATIC COMUNICATION ABILITY THROUGH GERLACH AND ELY LEARNING MODELS IN SMP IT BAITUL QURAN LANGSA

The purpose of this study is to examine: Improvement of mathematical communication skills of students who obtain Gerlach and Ely learning is better than mathematical communication skills of students who obtain conventional learning, The relationship between students' initial mathematical abilities with Gerlach and Ely learning towards communication skills mathematical, but the relationship between students' mathematical communication skills with student mathematics learning outcomes. This research is a semi-experimental research. The population of this study were all IT students Baitul Quran Langsa, amounting to 22 students where 15 students were in class VII and 7 students were in class VIII. Then the two classes are given different treatment of the learning model. The experimental class was treated with Gerlach and Ely learning and control classes with conventional learning. The instrument used consisted of: a test of mathematical communication skills. The instrument was stated to have fulfilled the content validity requirements, and the reliability coefficient was 0.87. Data analysis was performed with the t-test statistical test, bivariate correlation test and 2-way anova test. Based on the analysis results obtained by the results of the study are: an increase in mathematical communication skills of students who get Gerlach and Ely learning better than students who obtain conventional learning, there is no interaction between learning with students 'initial ability to increase students' mathematical communication skills, there is a positive relationship between students' mathematical communication skills and student mathematics learning outcomes. Descriptively the answers to the problem formulation were also examined, namely: the process of solving students' answers whose learning with Gerlach and Ely learning was neater and more complete based on indicators of mathematical communication skills compared to students who used conventional learning. Based on the results of the study, the researchers suggest: Gerlach and Elypada learning of mathematics to improve students' mathematical communication skills can be used as an alternative to applying varied and innovative mathematics learning.

Application of Teams Games Tournament (TGT) Learning Model To Improve Students Mathematicals Communication Abilities (Eksperimental Research Of Junior High School Students)

The purpose of this article was to determine the improvement of mathematical communication skills between students whose learning using the TGT model was better than traditional learning. The population in this study were students of class VII junior high school on year 2015/2016. Sampling in this study is a simple random sampling and ahe method used in this study is a quasi-experimental study using mathematical communication skills tests. The data processed in this study, namely the gain index is processed using the average two similarity test. Based on the data analysis of the gain index value by the two average similarity test results obtained t count = 0.1382 and t table = 0.1456, with a significance level of 5%. Because t count is outside the -t table to t table intervals, it can be concluded that H0 is rejected, meaning that there is a difference in the increase in mathematical communication skills between students who are learning using the Teams Games Tournament (TGT) model and the traditional model.

Constructivism-Based Mathematics Learning Multimedia to Improve Students’ Mathematical Communication Skills

This study aims to describe the process of developing Constructivism-based Mathematics Multimedia, determine students’ perceptions of Multimedia and find out the level of improvement in students’ mathematics communication skills after using this Multimedia. This research ran for 1 month in class X MIPA 1, X MIPA 2, and X MIPA 3 SMAN 1 Jambi. The development model used in this study is the ADDIE development model. The type of data is qualitative data and quantitative data. From the results of the pre-test and post-test, it was found that 13 students had an increase in mathematical communication skills with high criteria, 7 students had an increase in mathematical communication skills with medium criteria, and 12 students had an increase in mathematical communication skills with low criteria. Based on the results of the study it can be concluded that Constructivism-based Multimedia can improve the students’ mathematics communication skills.

Improvement of Mathematic Connection and Communication Ability at Danau Paris State 1 High School Through Contextual Learning

This study aims to: 1) To find out whether the increase in mathematical connection abilities of students who get contextual learning is higher than students who get ordinary learning. 2) To find out whether the increase in mathematical communication skills of students who get contextual learning is higher than students who get ordinary learning. 3) To see whether there is an interaction between the learning approach used with the students 'initial abilities to the students' mathematical connection abilities. 4) To see whether there is an interaction between the learning approach used with students 'initial abilities to students' mathematical communication skills. The subjects in this study were students of class XII IPA-1 as an experimental class and students of class XII IPA-2 as a control class at SMA Negeri 1 Danau Paris. The results showed that: 1) Increased mathematical connection ability of students who received contextual learning was higher than students who obtained ordinary learning. 2) Improvement of mathematical communication skills of students who get contextual learning is higher than students who get ordinary learning. 3) There is no interaction between the learning approach and initial mathematical ability to improve students' mathematical connection abilities. 4) There is no interaction between learning approach and initial mathematical ability to improve students' mathematical communication skills. Keywords : mathematical connection skills, mathematical communication skills, contextual learning DOI: 10.7176/JEP/11-21-05 Publication date: July 31 st 2020

Peningkatan Kemampuan Komunikasi Matematis Melalui Penerapan Model Pembelajaran Thinking Aloud Pair Problem Solving (TAPPS) Pada Siswa Kelas VIII MTs Bahrul Ulum

This study aims to see whether or not there is an increase in mathematical communication skills by applying the Thinking Aloud Pair Problem Solving (TAPPS) learning model in class VIII students of MTs Bahrul Ulum. This research is a Quasi-Experimental study with the design of the randomized pretest-posttest control group design. The population in this study were all students of class VIII MTs Bahrul Ulum. The sample was taken by simple random sampling so that two classes were selected as the sample, namely class VIII C as the experimental class and class VIII D as the control class. The research instrument was a test item mathematical communication description. The data from the communication test results that have been obtained are then analyzed to test the hypothesis. Because the data were not normally distributed, then the hypothesis was tested using the Mann Whitney test. The calculation results showed that Zcount > Ztable, namely 3.226 > 1.96 for a = 0.05, then H0 was rejected. So it can be concluded that there is an increase in mathematical communication skills through the application of the Thinking Aloud Pair Problem Solving (TAPPS) learning model in class VIII students of MTs Bahrul Ulum in the 2019/ 2020 academic year.

Penerapan Model Kooperatif Tipe Numbered Head Tgether Untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa SMP

Mathematical communication skills are abilities that must be possessed by students in learning mathematics so that students can convey ideas or ideas both verbally and in writing. Based on the results of observations made at SMP Muhammadiyah 5 Kota Tangerang, students' mathematical communication skills are still low. Responding to these problems, teachers need to apply cooperative learning models. One type of cooperative learning model that can train students' mathematical communication skills is Numbered Head Together (NHT). The purpose of this study is to investigate the improvement in mathematical communication skills of students who get Numbered Head Together (NHT) learning higher than students who get conventional learning. This study uses a quasi experimental design type nonequivalent control group design. The population in this study were 4 grade VIII students of SMP Muhammadiyah 5 Kota Tangerang and the sample of this study were students of grades VIII.2 and VIII.3. The sampling technique uses cluster random sampling. The research hypothesis was tested with a nonparametric test, namely Mann Whitney because the sample in this study amounted to 38 students from two classes VIII.2 and class VIII.3. The results showed that the increase in mathematical communication skills of students who obtained mathematics learning with the Numbered Head Together (NHT) model was higher than students who obtained conventional learning.

MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SD MELALUI MODEL PEMBELAJARAN KOOPERATIF QUESTION STUDENTS HAVE DAN FISHBOWL

Abstrak: Komunikasi matematis merupakan kemampuan siswa untuk menerangkan ide-ide matematika baik secara lisan maupun tertulis. Namun kemampuan komunikasi matematis siswa saat ini masih sangat rendah jika dibandingkan dengan negaranegara lain. Tujuan penelitian ini adalah untuk mengetahui apakah terdapat perbedaan peningkatan kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran kooperatif tipe Question Students Have atau tipe Fishbowl, dan mengetahui respon siswa terhadap model pembelajaran. Sampel dalam penelitian ini adalah siswa kelas VA dan VC, SD KARTIKA X-3 Parongpong, Bandung Barat. Instrumen yang digunakan adalah tes kemampuan komunikasi matematis berupa soal uraian terkait dengan materi “Pengumpulan dan Penyajian Data Tunggal”. Uji statistik yang digunakan adalah uji beda dua ratarata, t-tes pada taraf signifikan 0,05. Hasil penelitian menunjukkan bahwa (1) Peningkatan kemampuan komunikasi matematis siswa melalui model pembelajaran kooperatif tipe Question Students Have dan tipe Fishbowl berada pada kategori sedang. (2) Tidak terdapat perbedaan yang signifikan pada peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh model pembelajaran kooperatif tipe Question Students Have dan siswa yang memperoleh model pembelajaran tipe Fishbowl. (3) Respon siswa terhadap pembelajaran matematika dengan mengunakan model pembelajaran kooperatif tipe Question Students Have berada pada kategori “suka” dan tipe Fishbowl berada pada kategori “sangat suka”.
 Kata Kunci: Komunikasi Matematis, Pembelajaran Kooperatif, Question Students Have, Fishbowl