Mathematical Communication Ability Research Articles

The Implementation of Geogebra-Assisted Discovery Learning Approach Towards Mathematical Communication Ability of Vocational Students

Mathematicals communication ability is one of essential mathematical abilities that every person, who learns mathematics, needs to have. However, many facts found in many studies has shown us that students’ achievements on this ability are still low. Factors that may cause it spread from teacher factors, tools, approaches, learning media to students themselves. To overcome these issues, many efforts are made to select and implement learning approaches that can improve students' mathematical communication ability as well as their activities in instructional process. Thus, the purpose of this study is to examine whether the implementation of GeoGebra-assisted discovery learning approach is effective in improving vocational school students' mathematicals communication ability or not. This quasi experimental research design involved 60 students of Gema Karya Bahana Vocational School as samples. The samples were divided into two groups in which 30 students of Accounting-1 class as the experimental group and 30 students of Accounting-2 as the control group. The data collected through a description test consisted of 3 questions on a linear program. The data collected through the test, both in pre-test and post-test, then analyzed using inferential statistics. The results of this analysis showed that the implementation of the discovery Learning approach assisted by GeoGebra was effective in improving vocational school students' mathematicals communication ability. Thus, the discovery learning approach assisted by GeoGebra can be implemented on instructional processes as one of instructional approach alternatives.

The Effect of Habits of Mindo n Junior High School Students’ Mathematics Communication Ability

This research aims to determine the effect of habits of mind on junior high school students' mathematical communication skills on triangles and quadrilaterals. Habits of Mind is defined as a habit of thinking that is carried out as an intelligent behavior pattern when faced with a problem whose solution isn’t easily known so that productive action occurs. The problem in this research is motivated by its importance habits of mind in learning mathematics and improving students' mathematical abilities. The method used in this research is method ex post facto. The population in this study were all class VIII students in one of Junior High Schools in Karawang Regency. The sample in this study was 42 students using the technique purposive sampling. The instrument used in this research is a test, namely mathematical communication skills which consists of 5 (five) description questions. Apart from that, it also uses non-test instruments in the form of questionnaires habits of mind which consists of 30 statements. Data analysis was carried out using simple linear regression techniques. The research results obtained a linear regression equation Y = -25.065 + 1.345X. The magnitude of the correlation coefficient r2 = 0.848 and coefficient of determination = 84.8%. This shows that there is habits of mind had an influence on students' mathematical communication skills of 84.8%, while 15.6% was influenced by other factors not measured in this research.

Analyzing Junior High School Students’ Mathematical Communication Ability and Self Esteem using Discovery Learning Model

Mathematical reasoning, mathematical communication, mathematical problem solving, conceptual understanding, mathematical understanding, creative thinking and critical thinking are part of the mathematical abilities that students must have. One of the goals of learning mathematics according to NCTM is learning to communicate (mathematical communication). Mathematical communication skills in mathematics learning really need to be developed. This type of research design uses a quasi-experimental research design, namely pretest and post-test with non-equivalent control group design . The research used research subjects into two groups, namely the experimental group and the control group. The subjects of this research were students of class VII I MTs As-Sa'adah Padahanten Majalengka, numbering 64 people. Subjects were selected based on experimental class VIII A, 32 people and control class VIIIB, 32 people. Walkthroughs, questionnaires, and tests are techniques used in data collection. Data processing analysis was carried out qualitatively and quantitatively. The results of this research are that there is a difference in the effectiveness of the Discovery Learning model learning approach with the ordinary (conventional) learning model in terms of the aspects of mathematical communication skills and self-esteem of MTs in statistics material. The implications of the Discovery Learning learning model in this research are that it makes it easy for students to remember the lessons learned, integrate self concept according to their initial abilities, focus, be creative in exploratory projects, and the effect of knowledge transfer on learning outcomes can last a long time.

Development of domino media to improve problem solving and mathematical communication for Islamic boarding school students

Mathematical problem solving and communication skills are important factors in learning mathematics. Therefore, it is necessary to develop learning media, especially in Islamic boarding school curricula where the learning load is greater than the regular curriculum. On this basis, the aim of this research is to develop domino card media to improve problem solving and mathematical communication skills of Islamic boarding school students. Development was carried out at Al-Izzah IIBS Batu Middle School, Malang, using the ADDIE model. Data obtained from documents, observations, questionnaires and tests were analyzed using qualitative and quantitative approaches. Based on the results of the validation analysis, the domino card media was declared valid from the aspects of design, material, curriculum, consistency, language, practicality, problem solving development and mathematical communication. Meanwhile, the effectiveness of using domino card media in learning is classified as effective, if seen from the results of the problem solving ability test with an N-Gain score of 76.79%, and the results of the mathematical communication ability test with an N-Gain score of 61.79%. Many factors cause this non-optimality, including a lack of mathematics lesson hours, a busy lesson schedule that is less suited to conditions, many demands on students, and the learning load in the curriculum.

The Improvement of Students’ Mathematical Communication Ability and Learning Interest on Junior High School through The Application of Reciprocal Teaching

This research is an experiment which aims to examine improving the mathematical communication skills and interest in learning of junior high school students in set material by implementing the reciprocal teaching learning model. The problem behind this research is that students' mathematical communication skills and interest in learning in set material are still in the low category, so learning alternatives are needed that can develop students' mathematical communication skills and interest in learning. The research method used is Pre-Experimental with a one group pretest-posttest research design. The population in this study were all class VII students in one of the private junior high schools in Karawang Regency. The sample in this research was 25 students with a purposive sampling technique. The instrument used is a communication skills test and a non-test in the form of a learning interest questionnaire. Based on the analysis of the data obtained, it shows that students' mathematical communication skills after implementing the reciprocal teaching model are better, namely from 8.32 to 75.32 and students' interest in studying set material after using the reciprocal teaching model is 60% in the low interest category and 40% with the high category which was previously 32% in the very low category and 68% in the low interest category. Thus, it can be concluded that the application of the reciprocal teaching model can improve the mathematical communication skills and interest in learning of class VII SMP students in set material, although not optimally.

The Development of Powerpoint-Assisted Algebra Learning Media to Increase Students’ Mathematical Communication Ability on Junior High School

The matter of algebraic form is crucial to study because the matter of the algebraical form is not only related to other mathematical matters but also related to everyday life, but there are still many students who have difficulty in communicating the explanation of the origin of the algebraic form. This is because the learning media used by the teacher is not interactive, so it affects the student's understanding and communication skills. For this reason, the study aims to cultivate the interest in learning and cultivate students' mathematical communication skills by developing algebraic learning media supported by a PowerPoint application. The method used in this research is research and development, with the development of a modified 4-D model in three stages namely determining, designing, and developing. The tool used to measure the quality of the learning media is a validation questionnaire for measuring the validity and student response to strengthen practicality. The results of this study show that the quality of the learning media meets the valid criteria with an overall average score of 79% and From the test carried out against students obtained an average scoring of 76%. Thus, the development of algebra learning media supported by the PowerPoint application has good quality and can be used in mathematical learning.

Implementation of Discovery Learning Model with Window Shopping Approach to Improve Mathematical Communication Ability of High School Students

The low ability of students' mathematical communication in learning mathematics, especially in expressing mathematical situations or problems in the form of pictures, diagrams, language or mathematical symbols, or mathematical models makes students less active in learning and their learning motivation decreases. This study aims to determine the achievement of students' mathematical communication skills through the discovery learning model with a window shopping approach. The method in this study is a quasi-experimental research type consisting of 2 classes, namely the experimental class that uses the discovery learning model with the window shopping approach and the control class that uses ordinary learning at school with a total of 70 students from class XI SMA in one of the public high schools in Bandung. The research test instrument was in the form of a test that would be analyzed using SPSS 21 to compare learning outcomes between the experimental class and the control class. The result of the study was that the achievement of the students' mathematical communication skills in the experimental class was better than that of the control class at a significance level of 0.05 where the average communication ability of the experimental class was 81.74 and that of the control class was 77.31. The effectiveness of learning in the experimental class showed that it was more active in group discussions as indicated by the interaction and creativity of students in presenting learning material in each group, and almost 85% of students enjoyed learning using the discovery learning model with the window shopping approach.

Analisis kemampuan komunikasi matematis peserta didik ditinjau dari perbedaan gender

Mathematical communication skills are the basic abilities that students must have in learning mathematics. This research aims to analyze students' mathematical communication skills in terms of gender differences. This type of research is qualitative descriptive research. The subjects in this research were class VIII students at MTs Hasanah Pekanbaru consisting of 3 male students and 3 female students with the categories of high, medium and low ability students. The data collection technique in this research is a test technique using a mathematical communication ability test instrument and a non-test technique, namely an interview guide. The data analysis technique is carried out using the stages of data reduction, data presentation, and drawing conclusions. The results of this study showed that in the high category, male subjects met 3 indicators and less than 1 indicator, while female subjects met 4 indicators. Then in the medium category, male subjects meet 3 indicators and do not meet 1 indicator, while female subjects meet 2 indicators and do not meet 2 indicators. Furthermore, in the low category, male subjects did not meet 1 indicator and did not meet 3 other indicators, while female subjects did not meet 3 indicators and did not meet 1 indicator.

Profil kemampuan komunikasi peserta didik materi SPLDV

This research aims to find out and describe how high the mathematical communication skills of Grade IX Middle School (SMP) students are on the material Systems of Linear Equations in Two Variables (SPLDV). This study involved students in class IX-D at one of the State Middle Schools in Karawang Regency for the 2023/2024 academic year as research subjects. Purposive sampling technique was used to select subjects and obtained 32 students. Qualitative descriptive research was used. The data collection method was carried out using a mathematical communication ability evaluation tool which consisted of three descriptive questions. The data processing technique used descriptive statistics to determine the high, medium and low categories of all students in classes IX-D. It is proven from the result of the students’ mathematical communication skills test that they are in the low classification because they show an average score of 32,00957.

Improving Students' Mathematical Communication Through Differentiated Learning Implementing the MERDEKA Class VII Flow

Students' mathematical communication abilities are crucial for acquiring mathematical concepts during mathematics learning. The MERDEKA route offers differentiated learning and is an excellent tool for helping students develop these abilities. This research aims to determine how much-differentiated learning can be contributed by applying the MERDEKA pathway to enhance students' mathematical communication skills. This type of research is Quasi-Experimental with a pretest-posttest control group design. The sample for this research was students of class VII-D and class VII-F, who were selected using cluster sampling techniques from all class VII of SMPN 5 Tanjungpinang. The Independent Sample T-test was used to analyze the data at a 5% significance level. According to this study, students' mathematical communication abilities increase through differentiated learning using the MERDEKA route rather than regular group learning techniques.

Analysis of Students' Mathematical Communication Skills On The Material of Two-Variable Linear Equation System With The Application of Bruner Theory

The subjects of this qualitative descriptive research were class VIII students of SMP Negeri 4 Tarutung located in North Tapanuli Regency. The aim of this research is to determine and explain students' mathematical communication abilities when solving problems using Bruner's Theory. The data is in the form of written test results given to students to assess their mathematical communication skills in solving problems using Bruner's Theory. The results of the interview also consist of students' answers to verbal questions given to obtain additional information. Documentation data in the form of pictures and archives of test answers taken by class VIII students of SMP Negeri 4 Tarutung. Data collection methods include written tests, interviews, and documentation. Data analysis is carried out by reducing data, presenting and drawing conclusions. The results of the research show that students' mathematical communication skills when solving problems use Bruner's Theory 43% of students with high mathematical communication skills were able to solve questions correctly and well, while 36% of students with moderate abilities could only meet some indicators, and 21% of students with low abilities could not meet all the indicators.

Development of LKS Based on Contextual Approach to Improve Students' Mathematical Communication Ability on Statistics Material Class VII Junior High School

Development of LKS Based on Contextual Approach to Improve Students' Mathematical Communication Ability on Statistics Material Class VII Junior High School

Mathematical communication of preservice mathematics teachers in solving gender-biased higher-order thinking skills problems

Mathematical communication is a crucial 21st-century skill related to achievement and other skills. This study aims to analyze the differences in mathematical communication abilities and describe the difficulties male preservice teachers (MPT) and female preservice teachers (FPT) face in solving gender-biased Higher-Order Thinking Skills (HOTS) problems. This research employs a sequential explanatory mixed-methods design. The respondents, selected through purposive sampling, consisted of 4 MPTs and 10 FPTs. Data on mathematical communication abilities were obtained through a gender-biased HOTS problem-solving test. The respondents' difficulties in solving the problems were gathered through interviews. The results indicate differences between MPT and FPT mathematical communication skills using symbols and mathematical notation in solving problems. Student's difficulties in solving gender-biased HOTS problems are unfamiliarity and disinterest in the context. This study implies that education should emphasize contextual understanding and utilize gender-neutral problems to enhance mathematical communication skills.

The effect of self-efficacy and mathematical anxiety on students' mathematical communication skills

This study aims to identify and examine the effect of self-efficacy and mathematical anxiety on students' mathematical communication skills. This study used a quantitative method with a survey design. The population of this study was students of class X at SMA Negeri 2 Cianjur and the sample used was students of class X-D to X-G, totaling 34 people. The sampling technique was carried out by purposive sampling. Data regarding self-efficacy and mathematical anxiety using a questionnaire each amounted to 20 statements and data regarding students' mathematical communication abilities used a test which amounted to 5 description questions with quadratic function material. The data processing technique used is multiple linear regression tests, by fulfilling the prerequisite tests including the normality test, homoscedasticity test, linearity test and multicollinearity test. Based on the research results, it was found that the P value was 0.074, meaning > 0.05, then H0 was accepted and H1 was rejected. This means that there is no influence between self-efficacy and mathematical anxiety on students' mathematical abilities.

Analysis of Students' Mathematical Communication Skills Based on Verbal-Linguistic Intelligence in Solving Linear Program Problems

Students' ability to communicate, especially in learning mathematics, is still relatively low. Communication skills, especially in solving story problems, are more or less influenced by the intelligence of each student, one of which is verbal linguistic intelligence. This research is a qualitative research with a phenomenological approach. The subjects in this study were grade XI students at Bina Dharma 2 Bandung High School in the 2022/2023 school year totaling 22 students. The sampling technique used Purposefully select. The results showed that students with high linguistic verbal intelligence level were able to answer 5 indicators of mathematical communication ability, students with medium linguistic verbal intelligence level were able to answer 3 indicators of mathematical communication ability, and students with low linguistic verbal intelligence level were able to answer 1-2 indicators of mathematical communication ability.

ANALYSIS OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY BASED ON SELF-CONFIDENCE AND COGNITIVE STYLE

Self-confidence and cognitive style are important variables that influence the behavior of students in the academic field, the continued development of academic abilities, how learning is carried out, and how they interact in classroom activities. Learning activities will be expected more effective because all of the learning steps going to be attractive and get to reach the learning achievements if students have good self-confidence. So, all of these things are related to mathematical communication ability. The data on students' mathematical communication ability scores that were influenced by two factors, the level of self-confidence and different cognitive styles, were analyzed by the experimental design carried out in this research was a 3x2 Completely Randomized Factorial Design. The observation data were analyzed statistically with the F-test at a significance level of 5%. From the test of between-subjects effects, the output data was on the ANOVA table. We can get the conclusion that there was factors interaction which can be seen by p-value (Sig.) < α = 0.05, which means rejected H0. There was an effect of interaction between self-confidence with cognitive style significantly to mathematical communication ability

Improving Students' Mathematical Communication Abilities and Self-Confidence through The Snowball Throwing Learning Model

The purpose of this study is to find out whether the snowball throwing learning model can improve students' mathematical communication skills and self-confidence. This research was conducted in SMP Negeri 2 Cikalongkulon. The research method used was quasi-experimental with nonequivalent control group design. For the experimental class, the treatment was given using the snowball throwing learning model while the control class was given scientific learning. The population in this study were all students of class VII, with a sample of two classes namely class VII C as the experimental class and class VII E as the control class and selected based on the purposive sampling technique. Based on the tests of mathematical communication skills that have been obtained that the improvement of students 'mathematical communication skills using the snowball throwing learning model is better than students who use scientific learning, and based on the self-confidence questionnaire given in the experimental class and control class, it is found that students' self-confidence using the snowball throwing learning model better than students who use scientific learning.

Communication skills and mathematical disposition in implementing geogebra-assisted problem-based learning strategies

This paper aims to determine students' communication skills and mathematical disposition in implementing problem-based learning strategies using the Geogebra application. This type of research was a quasi-experiment with a control group design. The subjects of this research were classes A and B. The population in this research was all students in the odd semester 2023/2024 who were taking the Plane and Space Geometry course, which consists of two classes that were tested using the t-test with data from the student's final test. Based on calculations of the results of students' mathematical communication skills, specifically the experimental class 81.00 and the control class 71.16. Thus, students' mathematical communication abilities in problem-based learning assisted by Geogebra were better than those in conventional education. On the other hand, the results of students' mathematical disposition abilities were 76.59 for the experimental class and 68.16 for the control class. Thus, students' mathematical disposition abilities in problem-based learning assisted by Geogebra were better than those in conventional education.

Penerapan Model Promblem Based Learning untuk Meningkatkan Kemampuan Komunikasi Matematis Peserta Didik

This study employs the Problem Based Learning (PBL) approach to better equip XI-IPS 3 students at SMA Negeri 2 Medan to communicate mathematical ideas and concepts. In this complicated information age, mathematical communication abilities are essential, yet reality shows that this ability is still low among Indonesian students. Each of the two cycles of this classroom action study included steps of planning, carrying out the action, observing the results, and reflecting on the experience. Data were collected through written tests and observations to assess students' mathematical communication skills and teachers' proficiency in applying PBL. The results show a significant improvement in students' mathematical communication abilities. Before the intervention, only 28.57% of students reached the Minimum Completion Criteria (KKM), but after two PBL cycles, this percentage increased to 77.14%, exceeding the 75% target. Improvements were also seen across all mathematical communication indicators, including representing problems, explaining strategies, and interpreting solutions. This research proves that PBL is effective in enhancing students' mathematical communication skills.

Kemampuan Komunikasi Matematis Siswa SMP ditinjau dari Gaya Belajar

Taking into account auditory, visual, and kinesthetic learning modalities, this research animed to evaluate students mathematical communication abilities on the subject of Two Variable Linear Equation Systems. This qualitative study surveyed six junior high school students from the city of Sukabumi. The tools used for this study were a written exam to evaluate mathematical communication abilities and a learning style questionnaire. Mathematical communication skills are the basis of the learning style questionnaire. These skills include the ability to draw connections between mathematical ideas and real word objects, images, and diagrams to explain mathematical concepts, situations, and relationships in writing and to express events or ideas using mathematical symbols or language. Communication abilities are excellent among students with low visual learning styles, as are those with high visual learning styles, according to the study’s findings. The communication abilities of pupils whose learning style is mostly auditory are good, while those whose learning style is predominantly visual are poor. The same holds true for students communication abilities, those who learn best via movement tend to have excellent ones, while those who learn best by sitting still tend to struggle. Knowing one’s own learning style is crucial for pupils to enhance their mathematics communication abilities