Students Mathematical Communication Research Articles

PENGARUH GAYA BELAJAR MATEMATIKA SISWA KELAS X TERHADAP KEMAMPUAN KOMUNIKASI MATEMAMATIS PADA MATERI MATRIKS DI SMK NEGERI 1 TOMA

The objective of this study is to gather empirical data on the impact of several learning methods (visual, auditory, and kinesthetic) on the mathematical communication skills of class X students at SMK Negeri 1 Toma during the 2023/2024 academic year. This study falls under the category of quantitative research. All the participants in this study were 45 students in the X grade at SMK Negeri 1 Toma. The data gathering procedures used in this study consist of questionnaires and tests. The study employs many data analysis approaches, including Classical Assumption Test, Simple Linear Regression Analysis, Partial Determination Coefficient Analysis, and Hypothesis Testing. The study findings indicate that the tcount for the learning style variable (X) is 3,757 with a table value of 1.681, and the significant level is 0.000, which is less than 0.05. Additionally, the coefficient of determination test (R2) yields a value of 0.247, indicating that it has an impact of 24.7%. It can be inferred that the learning style variable (X) has a positive and substantial impact on the student's mathematical communication ability variable, as well as the mathematical communication ability of the whole class. Hence, academics propose doing a comprehensive investigation to scrutinise this event and use it as a point of reference.

Edmodo-based Blended Learning to Improving Mathematical Communication Skills and Self-regulated Learning of High School Students

This study aims to assess the improvement of mathematical communication skills and self-regulated learning in students who engage in Edmodo-based blended learning models. This research employed a quasi-experimental method. The study involved students from the first grade of high school, comprising 32 students from class MIPA 7 and 32 students from class MIPA 8. The instruments used included a test and a questionnaire. The data analysis utilized the t-test through SPSS 25.0 for Windows, specifically the Independent Sample T-test. The results indicated that 1) overall, Edmodo-based blended learning models is effective in improving students mathematical communication skills and self-regulated learning; 2) In the KAM category (high), Edmodo-based blended learning models are effective in improving students self-regulated learning; 3) The effectiveness of Edmodo-based blended learning models for students’ mathematical communication abilities is classified into medium categories. Edmodo-based blended learning has implications for teacher activeness by using technology in education and promotes student self-reliance in the learning process. Keywords: blended learning, emodo, mathematical communication skills, self-regulated learning

Meta-analysis of the effectiveness of ethnomathematics-based learning on student mathematical communication in Indonesia

This meta-analysis aims to determine the effect of ethnomathematics learning on students’ mathematical communication skills. Data from 28 research studies, including sample size, standard deviation, mean for both experimental and control groups, and other information, were collected using descriptive analysis. Data analysis techniques used meta-analysis on forest plots, with analytical techniques including heterogeneity testing, calculation of effect sizes, calculation of summary effects using random effects models, and identification of publication bias. The results showed that ethnomathematics-based learning improves students’ mathematical communication skills. The effectiveness of ethnomathematical and conventional learning on students’ mathematical communication skills is combined reliably. The effect size of ethnomathematical learning was 0.97 (95%-CI: 0.74; 1.20). Ethnomathematics-based learning is more effective when compared to traditional.

Effects of the Geogebra-assisted Missouri mathematics project learning model on students’ mathematical communication ability

The purpose of this study was to find the effects of GeoGebra- assisted Missouri Mathematics Project (MMP) learning model on students’ mathematical communication abilities. The study can be categorized as a quantitative experimental research type with a quasy-experimental design. The research population refers to all grade X Physics students of private Senior High School in South Tangerang. The purposive sampling technique was used to a sample size of 38 students as the experiment group and another 34 students as the control group. Data were collected using a descriptive test of mathematical communication ability on the material of the three-variable linear equation system. Further, the t-test was used to analyze the data. Findings showed that the GeoGebra-assisted MMP learning model improves the students mathematical communication abilities at the moderate category.

Analysis of Elementary School Student's Mathematical Communication Ability on Statistics

Students' difficulty in communicating a problem into a mathematical model is one of the important things that must be corrected. This research was carried out based on the results of a preliminary study which showed that students' mathematical communication skills in statistics material were stull low. This study aims to determine students' difficulties in solving application problems. The research method used in this research is qualitative. This research was conducted in an elementary school in West Bandung Regency with 32 V class students as subjects. The instruments used in this study were a descprition test consisting of four questions and interviews. The indicators of mathematical communication used are : (1) Expressing everyday events in symbols or mathematical language, (2) Explain ideas, situations, and mathematical relations with real objects, pictures, graphs, and algebra, (3) Expressing images in the form of ordinary language, (4) Read with comprehension a written mathematical presentation The results of the study show that students still have difficulty communicating the given application problems, especially in making diagrams. Students feel confused in communicating from ordinary forms into diagrammatic forms. Students are confused in determining the value and frequency in the form of a diagram. students also have difficulty reading diagrams and changing the results of the diagrams into ordinary language.

The Effect Of Using Multimedia Macromedia Flash On Student Mathematics Communication At SMP Negeri 1 Labuhan Deli

This research is a quasi-experimental research. The research conducted at SMP Negeri 1 Labuhan Deli aims to find out. 1) To find out how the mathematical communication ability of students who learn to use Macromedia Flash. 2) To find out how the mathematical communication ability of students who learn without using Macromedia Flash. 3) To find out whether the mathematical communication of students who learn using Macromedia Flash media is better than the mathematical communication of students who learn without using Macromedia Flash media for class VII students at SMP Negeri 1 Labuhan Deli T.A. 2021/2022. The population in this study were all students of class VII at SMP Negeri 1 Labuhan Deli. Using a homogeneous technique, samples were taken from 2 classes of population. One class was used as the experimental class, namely class VII-2 which was taught with Macromedia Flash and class VII-3 which was used as the control class, namely class which was taught without using Macromedia Flash. As a data collection tool using PreTest and PostTest. In this study 1) the mathematical communication ability of students learning to use Macromedia Flash with an average pretest of 67.77 and a posttest of 85.54. 2) the mathematical communication ability of students who learn without using Macromedia Flash with an average pretest of 67.13 and a posttest of 77.54. then testing the hypothesis for learning outcomes using paired t-test. after testing the data, it turns out that the results of testing the ability of learning outcomes in the experimental class at the pretest level α = 0.05 with Lcount < Ltable, namely 0.09452 <0.192 and posttest 0.1228 <0.192 , and the results of testing the ability of learning outcomes in the control class at the pretest level α = 0.05 with Lcount < Ltable, namely 0.1014 < 0.184 and posttest 0.1659 < 0.184, then H0 is accepted and Hi is rejected. Thus it can be concluded that the mathematical communication ability of students who use macromedia flash media are better than those without using macromedia flash media.

Analisis pemahaman konsep dan kemampuan komunikasi matematis siswa dengan strategi pembelajaran think-talk-write

This study aims determine results of tests of conceptual understanding and communicatio skills with the TTW learning strategy conducted in class VIII of MTs Al Ikhlas Beringin Private. In this study, researcher used a qualitative descriptive type of research. In this study, data was collected by administering tests, by distributing test tests in the form of essay questions on cubes and blocks to 30 students in class 8-B of Al Ikhlas Beringin Private MTs in even semester of the school year. 2022/2023. After that, the results of each student's answer were classified for each indicator in understanding the concept and mathematical communication ability to be achieved as well as being used as a sample consisting of 6 students from the concept understanding test and 6 students from the student's mathematical communication ability test. The assessment is carried out by means of reduction, presentation of data and drawing conclusions. From the results of the analysis obtained, it can be concluded that the TTW learning strategy is carried out in class 8 MTs Al Ikhlas Beringin has a good effect because the average student score on the test of understanding concepts and students' mathematical communication skills is quite good.

ANALISIS TINGKAT KEMAMPUAN KOMUNIKASI MATEMATIS SISWA

Mathematical communication is a very important aspect that students must have if they want to succeed in their studies, so that mathematical communication really needs to be developed among students. In mathematical communication students can express ideas by communicating their mathematical knowledge both orally and in writing in the form of algebraic explanations, pictures, digrams or other mathematical models. This research aims to describe the level of students' abilities in mathematical communication. This research is a descriptive research with a quantitative approach. The results of the study revealed that overall the number of students who had written mathematical communication skills in the very good category reached 23.4%, the good category reached 19.1%, the fairly good category reached 25.5%, the less good category reached 21.3%, the bad category reaches 10.6%, and the average value of mathematical communication skills is in the pretty good category.

A Literature Review of Indonesian Students' Mathematical Communication Ability in Geometry Materials

The purpose of this study is to identify and examine students' written mathematical communication skills in geometry subject over the last five years. This study is a literature review that was conducted by looking for and assessing similar previous studies. Several stages were completed in this research: (1) identifying articles that discussed communication skills in geometry material, (2) analyzing student mathematical communication abilities in working geometry questions, and (3) identifying similarities in mathematical communication inhibiting factors. According to the findings of the study's six articles, pupils had difficulties articulating ideas, mathematical circumstances in writing with visuals, and algebra, expressing ideas or mathematical situations in everyday life in algebraic form. Students' mathematical communication abilities have not achieved their full potential. Of course, there are numerous elements that influence this, including pupils' lack of desire to describe or comprehend the challenges or problems they confront. Students do not understand the fundamental principles involved in answering these questions. Some pupils also do not understand the context of the questions, resulting in carelessness factor in communicating it mathematically.

Students' Mathematical Communication Ability In View From The Numbered Heads Together (NHT) Cooperative Learning Model Using The Open Ended Approach

Problem learning mathematics at MTs NW Karang Bata is that it still uses a conventional learning model where the teacher tells more stories and talks in informing all the facts and concepts of a lesson, the low motivation and mathematical communication of students is caused by the learning techniques used by the teacher because it does not facilitate students more active in accepting the material presented by the teacher, in this case it affects students' mathematical communication abilities, to overcome this problem the Numbered Heads Together (NHT) cooperative learning model with the Open Ended approach is used. The purpose of this study was to find out the effect of the Numbered Heads Together (NHT) cooperative learning model with an open ended approach on students' mathematical communication skills. This research is an experimental research with a post-test only control group design, which aims to determine the cooperative learning model of the Numbered Heads Together (NHT) type with the Open Ended approach to the mathematical communication skills of class VIII students at MTs NW Karang Bata with a total of 38 students. sampling using random cluster technique, with VIIIA as the experimental class and class VIIIB as the control class. The independent variable in this study is the Numbered Heads Together (NHT) cooperative learning model with the Open Ended approach and the dependent variable is students' mathematical communication skills. Data on student learning outcomes were analyzed using the Polled Variance t test. At a significant level of 5% and obtained T count > T table = t2.543 > t1.690, then accepted and rejected. From the results of the analysis it can be concluded that there is an influence of the Numbered Heads Together (NHT) type cooperative learning model with the Open Ended approach to the mathematical communication skills of class VIII students of MTs.

The Analysis of the Improvement of Student's Mathematical Communication Skills in Solving Problems of Circumference and Area of Circles under the Implementation of Inquiry-Based Learning

Mathematical communication skills convey and interpret mathematical ideas through drawings, tables, diagrams, formulas, or demonstrations. The inquiry-based learning model allows students to discover data, facts, and information from various sources to provide experiences. This study aims to analyze students’ mathematical communication skills, improve them using the inquiry-based learning model, and then deepen them through a description. This study uses an explanatory sequential method combining quantitative and qualitative research. The research subjects were 23 VIB students in the control class and 23 VIA students in the experimental class. The study results show that students’ mathematical communication skills are divided into weak, moderate, and strong skills. The independent sample t-test results showed a significant influence of applying the inquiry-based learning model with a sig. 0.003 (p <0.05). Strong and moderate mathematical communication skills showed an increase of 47.83% and 13.04%, while weak skill levels showed a decrease of 60.87%. The improvement of mathematical communication skills is presented as a description of observation and interview results. The research conclusion reveals that applying the inquiry-based learning model can improve students’ mathematical communication skills in solving problems of circumference and area of circles in elementary school students.

The Analysis of the Improvement of Student's Mathematical Communication Skills in Solving Problems of Circumference and Area of Circles under the Implementation of Inquiry-Based Learning

The Analysis of the Improvement of Student's Mathematical Communication Skills in Solving Problems of Circumference and Area of Circles under the Implementation of Inquiry-Based Learning

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TSTS

This research aims to find out the results of research analysis of students abilities through the Two Stay Two Stray (TSTS) type cooperative learning model from various literature, as well as to analyze the difficulties of students mathematical communication skills through the Two Stay Two Stray model. This type of research is descriptive qualitative and uses a literature study research method which was carried out at the Digital Library, Medan State University in July – September 2022. The instrument in this study was the author himself. The steps of this research are: (1) Designing the research. (2) Carry out the research design. (3) Analyze and provide conclusions on the results of the analysis. The analysis technique used in the selection of information related to data analysis techniques is the Miles and Huberman analysis technique. The data source used secondary data consisting of 5 journals. The conclusions of the results of this study show that: (1) The average results of tests of students mathematical communication abilities through the application of the TSTS model are: (a) The indicator of mathematical representation is 51.93%, (b) The indicator of writing/explaining mathematics was 40.31%, (c) The indicators describe is 37.94%. (2) There are several difficulties experienced by students and teachers are: (a) Students have difficulty connecting real objects, pictures, and diagrams into mathematical models, (b) Students lack confidence in communicating arguments and ideas in mathematical problems, ( c) Students are less thorough in working on questions, (d) Students have difficulty expressing mathematical ideas in the form of graphs, pictures, or tables, (e) Low student skills in understanding mathematical communication problems and drawing conclusions about mathematical communication problems, (f ) The role of the teacher is less than optimal in carrying out learning activities.

Penerapan model pembelajaran take and give terhadap kemampuan komunikasi matematis siswa

This study aims to determine differences in mathematical communication abilities between students in classes receiving take-and-give learning and students in classes receiving conventional learning. This research is experimental, with a quasi-experimental research design with a nonequivalent control group research design. The data collection technique used a five-problem student mathematical communication test, and the data analysis included prerequisite tests (normality test and homogeneity test), while the hypothesis test used a two-mean comparison test (t test). The results of the tests that have been carried out show that the calculated t value is greater than the t table value. Thus, it can be concluded that students' mathematical communication abilities with the application of the take and give learning model are better than their mathematical communication abilities with conventional learning on triangle material in grade 7.

MEMBANGUN KEMAMPUAN KOMUNIKASI MATEMATIS DALAM PEMBELAJARAN MATEMATIKA

Until now the teacher's role in building students' mathematical communication skills, especially in learning mathematics is still very limited. Communication ability is a very important aspect that needs to be owned by students who want to succeed in their studies. In line with that, according to Kist (Clark, 2005) effective communication skills are abilities that students need to have for all subjects.
 Mathematical communication skills (mathematical communication) in learning mathematics really need to be developed. This is because through mathematical communication students can organize their mathematical thinking both orally and in writing. In addition, students can also provide appropriate responses between students and the media in the learning process. Even in social interactions, someone who has good communication skills will tend to adapt more easily to anyone where he is in a community, which in turn will become a successful person in his life.
 In this paper, the author presents the notion of mathematical communication skills, with the scope of two things, namely students' ability to use mathematics as a communication tool (math language), and students' ability to communicate the mathematics learned as the content of the message that must be conveyed. How and why communication is important to build a mathematical community through open lines of communication in the classroom.

Understanding Mathematical Communication Concepts and Skills: Analysis of the Ability of Prospective Physics Teachers?

The research that has been carried out aims to see the ability to understand mathematical concepts and mathematical communication of students on the Maxwell-Boltzman material for Tadris Physics students, especially students in semester VI. This research is a quantitative descriptive study in which the data collected from the test results and the results of the lecture process at the time of giving the Maxwell-Boltzman material will be analyzed and described and added with a test technique on the cognitive domain in the form of a description test (essay) consisting of 7 test questions, where five questions are for understanding students' mathematical concepts and two questions for technical analysis of students' mathematical communication skills. The data obtained in the quantitative analysis and according to the five categories that have been determined. The facts obtained from the results of the study show that students' ability to understand mathematical concepts in the Maxwell-Boltzman material is in the Good Enough category, and the average mathematical communication ability of students is also in the Good Enough category.

The Description of Student's Mathematical Communication Skills in Solving Circle Problems in Term of Learning Style

This research aims to find out the description of a student's mathematical communication skills in solving circle problems, judging from learning style. The type of research used is qualitative research with a descriptive approach.There are six research subjects namely, two visual learning style students, two auditorial learning style students, and two kinesthetic learning style students. The main instrument in this research is the researcher and supporting instruments used are written test instruments and interview guidelines. Data collection techniques in this study are tests and interviews. Data analysis techniques were used, namely data condensation, data presentation, and drawing conclusions. The results showed that subjects with visual learning styles were able to meet all indicators of mathematical communication ability while subjects with auditory learning styles and kinesthetic learning styles were only able to meet 3 of 5 indicators of mathematical communication ability.

PENGARUH PENERAPAN MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK KELAS VIII SMPN 1 RAO SELATAN

Mathematical communication skills is one of that is expected to developed in learning mathematics, but that happens on the field have not been able to optimize the capabilities. This is because of the learning strategies that are not appropriate with the student’s learning style. This situation impacts on students mathematics learning class VIII in Junior High School 1 Rao Selatan outcomes are mostly still lower than the Minimum Completeness Criteria. One of attempt to do is Problem Based Learning (PBL) model for improving students mathematical communication skills at class VIII Junior High School 1 Rao Selatan. This research showed that students mathematical communication skills which using PBL model better than using conventional learning Keywords— Mathematical communication, Problem Based Learning, Conventional learning.

Effect of REACT learning strategy on creative thinking and mathematical communication skills

This study aims to examine the effect of the REACT learning strategy on the creative thinking and mathematical communication skills of MTs/SMP students. The population of this research is class VIII MTs Ma'arif NU 5 academic year 2021/2022, totaling 122 students. The sample used is class VIII A as the experimental class using the REACT learning strategy and class VIII C as the control class. Hypothesis testing using Multivariate Analysis of Variance or MANOVA. The prerequisite test is the normality test with the Kolmogrov-Smirnov test and the homogeneity test against the Box's test and the Levianate test. The results of data analysis showed that the so that was rejected, the then was rejected, the so was rejected. Based on this analysis and calculation, it is concluded that there is an effect of REACT learning strategy on students' creative thinking skills, there is an effect of REACT learning strategy on students' mathematical communication skills. In addition, there is an effect of REACT learning strategy on students' creative thinking and mathematical communication skills.

Analysis of Students Learning Ethics in Online Learning via Zoom in Mathematical Communication Ability at Senior High School Bunda Kandung Jakarta

This research is based on the results of observations of class X IIS regarding student's mathematical communication in online learning ethics via zoom. Initial findings indicate that mathematical communication skills have emerged but are not optimal. In general, the research objective is analyzing student’s online learning ethics via Zoom in mathematical communication. The method used is descriptive qualitative method to reveal facts. The data are collected through observation, interviews, documentation and triangulation/combination. This study involved three students from class X IIS and the teacher as a validator at Senior High School Bunda Kandung. The data analysis technique uses an interactive model through four stages, which are data collection, data reduction, data display, and drawing conclusions/ verification. The results showed that student's learning ethics via zoom on student's mathematical communication skills for subjects 1 and 2 were optimal because subjects 1 and 2 were able to communicate, express ideas, manage thoughts, analyze and evaluate mathematical thoughts. However, subject 3 has not been optimal in communicating their mathematical thoughts coherently and clearly. Subject 3 is unable to analyze his thoughts and unable to behave well with his friends.