Mathematical Communication Research Articles

Development of E-LKPD in Differentiated Learning to Improve Students’ Mathematical Communication Skills

This research aims to describe the development process and quality of web-assisted E-LKPD in differentiated learning based on learning styles with a problem-based learning model to improve junior high school students' mathematical communication skills in terms of the validity of the E-LKPD, practicality, and effectiveness. This research was conducted in class VII of SMP Negeri 14 Jambi City. The method used in this research is Research and Development using the ADDIE model. Where the results of this research come from the percentage of material validation of 91% in the "very valid" category, the percentage of design validation of 88% in the "very valid" category, the percentage of practicality by teachers of 96% in the "very practical" category, the percentage of practicality by students of 89 % categorized as "very practical", the percentage of effectiveness by students was 91.25% categorized as "very effective" and the calculation of the gain value in improving students' mathematical communication skills was 76% categorized as "quite effective".

Peningkatan kemampuan komunikasi matematis dengan menggunakan pembelajaran berbasis masalah pada siswa sekolah menengah pertama

This research examines the influence and improvement of students' mathematical communication skills using problem-based learning. The research design used a quasi-experimental quasi-experimental nonequivalent control-group design, a sample of 45 students. The instruments used are test questions in the form of essays. Data was obtained based on written test results, namely pretest and posttest data. The analysis uses parametric t-test statistics. The results show that problem-based learning can influence mathematical communication skills in the low category. The effect of problem-based learning is minimal. Problem-based learning can improve students' mathematical communication skills in the low category.

PHÁT TRIỂN NĂNG LỰC GIAO TIẾP TOÁN HỌC CHO HỌC SINH LỚP 10 TRONG DẠY HỌC CHỦ ĐỀ PHƯƠNG PHÁP TỌA ĐỘ TRONG MẶT PHẲNG

Mathematical communication is one of the core competencies that needs to be formed and developed for students in the teaching of Mathematics in high schools. In this research, we have identified the manifestations of mathematical communication competence in 10th-grade students in teaching the topic “Coordinate Methods in the Plane”, based on a survey of opinions from 68 high school mathematics teachers in the provinces of Nghe An and Ha Tinh. Additionally, the research was also conducted with 32 10th-grade students who were assigned several learning tasks related to the topic “Coordinate Methods in the Plane”, with the aim of understanding the manifestations of students’ mathematical communication competence and the mistakes they made related to these manifestations. From there, propose several teaching methods to contribute to the development of mathematical communication competence in students in teaching this topic. Keywords: Mathematical communication competencies; 10th-grade students; coordinate methods in the plane.

Analysis of students' mathematical communication skills in terms of learning styles

The purpose of this research is to obtain a description of the mathematical communication skills in terms of the learning styles of Grade XI TKR 3 students at SMK Negeri 1 Tanara for the 2023-2024 academic year. This research is qualitative in nature. Six subjects were selected, representing each learning style, from Grade XI TKR 3 students at SMK Negeri 1 Tanara, Tanara District, Serang Regency. The data collection techniques used were observation, interviews, documentation, and tests based on the indicators of mathematical communication skills, namely: (1) the ability to express mathematical symbols through everyday events, (2) the ability to determine the solution set by relating real objects to mathematical ideas, (3) the ability to explain mathematical problems related to elimination, (4) the ability to analyze mathematical problems related to substitution, and (5) the ability to evaluate mathematical thinking and strategies used in problems according to the observed object. The results showed that (1) subjects with a visual learning style have good mathematical concept comprehension on indicators 1, 2, 3, 4, and 5; (2) subjects with an auditory learning style have good mathematical communication on indicators 1, 2, and 5, but performed poorly on indicators 3 and 4; and (3) subjects with a kinesthetic learning style have good mathematical communication skills on indicators 1 and 2, but performed poorly on indicators 3, 4, and 5.

Application Of Wingeom-Assisted Think Pair Share Model to Students' Mathematical Communication Skills

The cooperative learning model of Think Pair Share assisted by WinGeom provides an opportunity for students to develop their mathematical communication skills during the learning process. This study aims to determine the effect of implementing the Think Pair Share cooperative learning model assisted by WinGeom on mathematical communication skills among junior high school students in Geometry. The research uses a quasi-experimental design with pretest-posttest 1, 2, and 3. The population of this study consists of grade VIII students at SMP Negeri 7 Serang City. The sample includes students from classes VIII-A and VIII-B class was selected randomly. Data collection techniques used mathematical communication skills tests. This study compares Think Pair Share assisted by WinGeom with conventional learning methods. ANOVA was used to analyze the effectiveness of the two learning methods. ANOVA test results for each posttest indicate that Think Pair Share assisted by WinGeom has a different effect compared to conventional learning. The study results show a significant difference between the average mathematical communication skills of students in the experimental class and the control class. This means that the cooperative learning model of Think Pair Share assisted by WinGeom has an impact on junior high school students' mathematical communication skills. In the future, this learning method could be a solution for teachers worldwide to improve students' learning achievements, particularly in mathematical communication skills. Keywords: Think pair share model, WinGeom, Mathematical Communication, Cooperative

Application Of Quizizz-Assisted Gamification Model to Students' Mathematical Communication Skills and Learning Motivation

This research aims to improve student's communication skills and motivation in learning game-based mathematics learning, namely with a gamification model included in the quizizz application. The method used is quantitative research with an experimental approach, which compares the class given the gamified learning model and the class given the traditional learning model. The study results found that the gamification learning model included in the quizizz application was more effective than the traditional learning model. Students' mathematical communication skills improved, and their motivation to learn increased because they considered learning like a game they did every day. That way, students will not feel bored while learning. Keywords: Gamification Model; Quizizz, Math Communication Skills, Learning Motivation

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.

Problem Solving in Three-Dimensional Geometry: How Are Pre-Service Mathematics Teachers Mathematical Communication Characteristics?

Problem Solving in Three-Dimensional Geometry: How Are Pre-Service Mathematics Teachers Mathematical Communication Characteristics?

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 an Evaluation Tool for Mathematical Communication Based on RPG Educational Games

This research aims to develop an innovative and interesting evaluation tool in assessing and improving students' mathematical communication through Role-Playing Game (RPG) based educational games. RPG educational games were chosen because they can provide an in-depth context for students' learning experiences, while facilitating interaction and collaboration. This evaluation tool includes a variety of mathematical tasks that students must complete through interaction in a carefully designed virtual world. The research method used is the research and development method, with the research model being the ADDIE model which consists of five steps, namely: (1) analysis, (2) design, (3) development (development), (4) implementation, and (5) evaluation. This research was tested for practicality on 15 respondents consisting of 8 students and 7 students, and validated by one supervisor. The results of this research were obtained as follows: (1) the practicality test assessment for the game operation indicator was 82.22% (very good), the game presentation indicator was 83.96% (very good), for the game benefit indicator it was 90.00 % (very good), and for the overall indicator obtained 85.83% (very good). In the validity test, the percentage obtained for the game presentation indicator was 93.75% (very valid), the percentage for the game benefit indicator was 84.88% (very valid) (2) he cognitive ability assessment obtained was 90.53% (very good) for the value student average, the student's achievement of completeness in each indicator has met very well, seen from the average of each question, the first question obtained a score of 98%, the second question was 86.3% and the third question was 87.3% of maximum score of 100% for each indicator. This research contributes to the mathematics education literature by combining aspects of technology, educational games, and mathematical communication.

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

Development of Notion-assisted e-modules for enhancing mathematical communication in vocational high schools

Development of Notion-assisted e-modules for enhancing mathematical communication in vocational high schools

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.

ANALISIS KEMAMPUAN KOMUNIKASI SISWA SMP DALAM MENYELESAIKAN SOAL AKM NUMERASI BERDASARKAN GAYA BELAJAR

This study aims to analyze students' communication skills in solving the minimum numeracy competency assessment questions based on learning styles and to determine whether there is a relationship between students' communication abilities based on learning styles. This study uses a quantitative approach to the type of correlation research. The subjects of this study were students of class VIII SMP Negeri 1 Lhokseumawe T.A. 2021/2022. The data analysis technique is descriptive analysis. The results showed that the communication skills of students with a visual learning style reached 83.33%. These results are in the very good category, where students are able to use various kinds of numbers or symbols related to basic mathematics in solving life problems. Students with an auditory learning style achieve 73.61% are in a good predicate, where students are able to analyze information displayed in various forms (pictures and so on). Furthermore, the achievement of students with kinesthetic learning styles, namely 74.30%, is in the good category. Students are already able to interpret the results of analysis to predict and make decisions, using their own words. There is no significant relationship between visual learning styles and students' mathematical communication skills in solving Numerical questions. Then for the auditory learning style with communication skills there is no significant relationship between auditory learning style and students' mathematical communication skills in solving Numerical questions. Meanwhile, for kinesthetic learning styles and communication skills, there is no significant relationship between kinesthetic learning styles and students' mathematical communication skills in solving Numerical Assesment.

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.

Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics

Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics

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.

Pendampingan Penyusunan Perangkat Pembelajaran Berbasis Problem Based Learning untuk Meningkatkan Komunikasi Matematika Siswa

This community service activity aims to assist mathematics teachers in the preparation of Problem Based Learning (PBL)-based learning tools and implementation in order to improve students' mathematics communication at SMP Muhammadiyah Surakarta Special Program. PBL is a learning model that emphasizes the solving of real problems and the use of mathematics in everyday contexts. This activity began with the identification of problems in the mathematics learning process at SMP Muhammadiyah Surakarta Special Program. The team provided assistance to mathematics teachers in designing the preparation of RPP and LKPD. After the learning tools have been compiled, then a discussion that examines the learning tools is produced. This community service activity has an impact on improving students' mathematics communication at SMP Muhammadiyah through a PBL-based learning approach. By applying relevant learning tools and involving students in solving real problems, there is an increase in mathematics communication of students of SMP Muhammadiyah PK Surakarta.

Early grade pupils’ development of Mathematics skills: Perceived challenges and culturally relevant strategies for parental involvement

The current study investigated challenges facing parental involvement and culturally relevant strategies for improving parental involvement in the development of mathematics skills among grade two pupils. A phenomenological qualitative design was employed. A semi-structured interview was used to gather data from 12 early-grade teachers and ten heads of schools. Focused group discussion (FGD) was used to collect data from 63 parents. Thematic analysis procedures guided the data analysis procedure, which was aided by pivotal analysis. The study findings revealed that teachers focused on parents’ negative attitude towards the subject while parents reported lack of time and economic hardship as factors affecting their participation in engaging in children’s mathematics learning. However, all participants agreed that parents’ mathematics knowledge is a factor that affects their involvement. Regardless of the participants’ category, the provision of interactive mathematics homework and communication through parents’ meetings (group and individuals) were regarded as the best strategies for involving parents in learners’ development of mathematics skills. The study concludes that the parents agree with the critical role of their involvement despite the challenges facing parental involvement. Therefore, the study recommends that awareness programs and the use of interactive mathematics homework activities are critical to improved parental involvement in their children’s learning.