Students Mathematical Communication Research Articles

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.

PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS TERHADAP KEMAMPUANIKOMUNIKASI MATEMATIS PESERTA DIDIK KELAS VIII SMPN 3 SUNGAI LIMAU

The imathematical communication skill is an important aspect and should be achieved in the learning of mathematicsi. The Importance of mathematical communicationi skilli for students make this capability ineed to be improved in thei learning process of imathematics. But iin reality at SMPN 3 Sungai Limau, this ability has not been fully mastred by students and it has not been faciltied by students to improve this ability properly. One effordi to overcome this problem is by applying cooperativei learningi Studenti Teams Achievementi Divisions modeli. The purpose of this study was to describe the ieffect of the applicationi of the STADi learning imodel on the development mathematical communication abilities of eighti grade students ofi SMPNi 3 Sungai Limau. This type of reseacrh isi ai pre-experimentali research design with Onei Shot Case Study iDesign. The isubject of thisi researchi is class VIII 1 SMPN 3 Sungai Limau. This research data was collected throught iquiz and test of imathematical communicationi abilities basede on the percentage of the number of student the average value, and the percentage of students mathematical communication abities has increased. This shows thati there is ani impact of ithe application of the STADi learning model on student mathematical communication abilities. So, it conclude thati therei is an effect of the STADi learning model ion student mathematical communication abilities.Keywordsi – iMathematical iCommunication Skill, Cooperativei Learning Model, iStudent iTeams Achievementi Divisions, One Shot Case Study Design

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM MENYELESAIKAN MATERI BANGUN RUANG

Mathematical communication skills that need to be developed through learning so that students are able to communicate ideas, thoughts, or opinions in learning mathematics. considering the importance of mathematical communication skills, a teacher should be able to build students' mathematical communication skills. Through mathematical communication students can express their understanding both orally and in writing, while students who have low learning abilities will find it difficult to achieve good learning outcomes. This study aims to: (1) determine the percentage of students' abilities in solving geometrical problems, (2) find out the causes of students' difficulties in solving geometrical problems, (3) find out how to overcome students' difficulties in solving spatial problems. . In this research, the method used is descriptive qualitative method. The population in this study were students of class VIII SMP Negeri 5 Bandar Lampung with a total of 187 students and took 30 students as research samples. Based on the results of the study, it can be obtained: (1) students who are able to solve geometrical problems are 62.99% and those who have difficulty are 37.01%, (2) the causes of students experiencing difficulties in solving spatial problems are: students do not understand the concept of space in applying to a question, students are not careful in working on every question that exists, (3) how to overcome student difficulties, namely: increasing students' ability to understand the concept of building space by giving emphasis when delivering material, doing more in the form of evaluation exercises. exercises at the end of each learning activity, and giving homework to finalize the material that has been delivered and shows that the indicators of mathematical communication are writing (writing), drawing (drawing), mathematical expressions (expression mathematic). The indicator with the highest percentage is writing (writing) and the indicator with the lowest percentage is mathematical expression (mathematical expression) this is because students have difficulty expressing mathematics in the form of symbols.

E-Module Based on RME Approach in Improving the Mathematical Communication Skills of Elementary Students

The low learning outcomes of mathematics are caused by the ineffectiveness of learning carried out by teachers. Innovation is needed that is in line with the development of communication technology. One of the innovations in the development of teaching materials in the form of e-modules that are contextualized with students' daily lives. The purpose of this study is to ditermined the effectiveness of the developed mathematics e-modules using the Realistic Mathematic Education (RME) approach in improving the mathematics communication skills of the elementary students. This study is a follow-up to the results of the validity and practicality tests of the e-module that has been developed. The development of e-modules using 4Ds models. In the previous studies, the validity of the developed e-module was tested through expert judgement, and the practicality was tested through individuals, small and large group trials. The effectiveness of the developed e-module was tested through pretest-posttest control group design using essay test; with 26 students at the experimental class and 24 students at the control class. Data were analyzed using t-test and N-gain score. The research found that the t score is 3,706; and the N-gain score is 63.81% for experimental class, and 58,85% for control class. These results indicate that the use of developed e-modules based on the RME approach can improves student mathematical communication skills. Thus, it can be concluded that the developed e-module-based on RME approach is effective to improve the mathematical communication skills of the elementary students.

Students' Mathematical Communication: COVID-19 Problem-solving Experience Among High Achievers

Mathematical communication skills are the ability to convey mathematical ideas, strategies, and solutions to solve mathematical problems, both written and verbal. The community must express ideas to solve mathematical problems in daily life or tell essential information, such as the news related to COVID-19. . The selection of subjects in this study used purposive sampling with the subjects of 3 high achievement students in ten grade. Subjects are selected based on the average daily test scores. Data collection was conducted by mathematical communication test using PISA liked problem uncertainty and data context about hand sanitizer and interview. The triangulation technique analyzed the result of test and interview data. The results showed that students with high achievement have high mathematical communication skills. Students with high achievement can present mathematical ideas orally and in writing, interpret and evaluate the strategy, the results obtained, and use terms, mathematical notation, and math symbols. Thus, high achievement students can communicate and solve problems in the context of COVID-19. This research provides new information about the mathematical communication of students with high mathematical abilities, so it can be one of the teacher's guidelines for determining appropriate learning to improve students' mathematical communication.

The Effectiveness of Probing-Prompting Learning Model using Google Meet Platform on Student's Mathematical Communication Ability

The purpose of this study was to determine whether the probing-prompting learning model using the google meet platform was effective in improving students' mathematical communication and to find out whether the mathematical communication of students taught by the probing-prompting learning model is higher than the mathematical communication of students taught by conventional learning. The method used is a quantitative research type of experiment. The population in this study were all seventh grade students of SMP Negeri 1 Socah, while the samples in this study were class VII-A as the experimental class and VII-B as the control class. This research was conducted from April to July 2021. The instrument used is an observation sheet on the teacher's ability to manage learning with a probing-prompting learning model using the google meet platform, observation sheet on students' mathematical communication skills taught using the probing-prompting learning model using the google meet platform, as well as pretest and posttest sheets. The effective aspect is shown by the average observation result of the teacher's ability to manage learning with the probing-prompting learning model using the google meet platform of 3.6 which is in the very good category; the average observation result of students' mathematical communication skills who were taught using the probing-prompting learning model using the google meet platform was 62.47% in the high category; and completeness of student learning by 100%. Based on the results of the independent sample t-test, the mathematical communication of students who were taught using the probing-prompting learning model using the google meet platform was higher than the mathematical communication of students who were taught using conventional learning.
 Keywords: Probing-Prompting Learning Model, Google Meet, Mathematical Communication.

Implementation of Think Pair Share (TPS) Learning Strategies to Improve Students' Mathematical Communication Skills on Integer Materials in Class VII SMP Negeri 1 Tigabinanga 2014/2015 Academic Year

The type of research used in this research is classroom action research where action research is research that has the aim of improving the quality of learning in the classroom so that there are improvements in the classroom. The purpose of this study was to improve students' mathematical communication skills in learning integer material through Think Pair Share (TPS) learning strategies. The subjects of this study were class VII students of SMP Negeri 1 Tigabinanga for the academic year 2014/2015 Class VII-1 with a total of 38 students. In accordance with this type of research, this research has several stages which are cycles. Based on the results of the research presented in Chapter IV, conclusions can be drawn that learning by applying the Think Pair Share (TPS) strategy can improve students' mathematical communication skills seen from the increase in the average test results of students in cycle I and cycle II. The results of the student's mathematical communication ability test in the first cycle obtained an average score of 2.51 with a student's mathematical communication ability level of 60.52% or a low category. In the second cycle, the average score of the students' mathematical communication ability test reached 2.91 with the students' mathematical communication ability level of 84.21% or the medium category. This means that the Think Pair Share (TPS) learning strategy can improve students' mathematical communication skills, especially on integer material in class VII SMP Negeri 1 Tigabinanga academic year 2014/2015.

Analysis of Students Mathematical Communication Ability in Solving Trigonometry Problems Reviewed from Students Learning Interests

Mathematical communication ability have an important role for students in knowing their abilities when communicating their understanding. The purpose of this study is to analyse students’ mathematical communication ability in solving trigonometry problems in terms of interest in learning. This research uses qualitative descriptive research. The instrument used in this study were the questionnaire interest in learning, the mathematical ability test, and interview. The results of this study is mathematical communication ability is different for every subject both orally or writing related with interest in learning. And the conclusion of the study is mathematical communication ability in writing, subject with high interest learning still better than the subject interested in learning is medium and the interest in learning is low. While the ability to communicate mathematically oral subject with medium and low interest learning still better than the subject interested in learning is high. Keywords: mathematical communication ability, learning interest, trigonometry. Abstrak: Kemampuan komunikasi matematika berperan penting bagi siswa dalam mengetahui kemampuannya saat mengkomunikasikan pemahamannya. Tujuan penelitian ini adalah menganalisis kemampuan komunikasi matematis siswa dalam menyelesaikan soal trigonometri ditinjau dari minat belajar. Penelitian ini menggunakan penelitian kualitatif deskriptif. Hasil penelitian menunjukkan bahwa kemampuan komunikasi matematis berbeda-beda setiap subjek baik secara lisan maupun tulisan yang dihubungkan dengan minat belajar. Dan kesimpulan pada penelitian ini adalah kemampuan komunikasi matematis tulis, subjek dengan minat belajar tinggi lebih baik daripada subjek dengan minat belajar sedang dan minat belajar rendah. Sedangkan secara lisan, subjek pada minat belajar sedang dan rendah lebih baik daripada subjek minat belajar tinggi. Kata kunci: kemampuan komunikasi matematis, minat belajar, trigonometri. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp774-792

Development of Learning Outcome Assessment Instruments with Mathematics Communication Ability in High School Mathematics Learning

This study (1) develop a learning assessment instrument with the assignment technique-oriented to mathematical communication ability in high school mathematics of trigonometry material (2) reveal the feasibility of the developed instrument, (3) reveal the characteristics of the developed instrument, (4) reveal the users' responses to the instrument, (5) measure the ability of mathematical communication of the students on high school mathematics in learning trigonometry. This study was research and development using the procedure of tests preparation based on Mardapi (2017 ) with the steps including preparing test specifications, writing test questions, reviewing tests, administering tests, analyzing tests items, improving the tests, assembling the tests, administering the tests and interpreting results. The initial product was field-tested to 254 students of high schools in Yogyakarta City. The result of the research was an assessment instrument of learning outcomes with assignment technique-oriented to the mathematical communication ability in high school mathematics learning of trigonometry. The Aiken index was 0.7 for this instrument, and the instrument was reliably tested to a test of participants with the ability ( q ) between -4.07 logits < q <3.79 logits. The teachers' responses to test instruments were good. The results of field trials showed that 20 items fit with the PCM model. The level of difficulty was in the range of -1.29 logits <b < 1.32 logits. The function of the test information Obtained by q = -0.11 logit and the standard error of measurement was 0:18. The measurement result of 90 students shows that the student's mathematical communication ability was 67%.

Development Of Learning Device Approach Realistic Mathematics To Improve Mathematical Communication Skills Of Students

Products of research development of this device is an educational learning realistic mathematics that is valid, practical and effective, which can improve the ability of mathematical communication students. This research aims to develop learning tools education math realistic valid, practical and effective. The research design used is 4-D. The subject of the trials in this study were students of VIII-1 and VIII-2 SMP Negeri 27 Medan T.A. 2020/2021. The results of the process of the development of these learning tools are (1) the education learning realistic mathematics and the learning included in the category of valid; (2) criteria of learning education of realistic mathematics using the learning tools included in the high category; and (3) the criteria of the effectiveness of learning tools education math realistic based on: (a) mastery learning students in the classical style of 85,71%; (b) the criteria for the attainment of the use of the learning time is included in the high category; (c) criteria for the achievement of the ability of teachers to manage the learning included in the good category; and (d) many students gave a positive response against the components and activities of the learning has been achieved.

The influence of Peer Tutoring On Self Confidence and Mathematical Communication of Students on the Material Function

This study aims to Determine (1) whether Peer Tutoring directly affect the Self Confidence of the students of SMA N I Rantau Selamat (2) whether Peer Tutoring has a direct effect on the Ability of Mathematical Communication Students of SMA N I Rantau Selamat (3) what is the Self Confidence a direct effect on the Ability of Mathematical Communication Students of SMA N I Rantau Selamat (4) what is Peer Tutoring influence on Mathematical Communication Skills of Students through Self Confidence (as an intervening) in students of SMA N I Rantau Selamat. This research is a quantitative research using the instrument test to get the value of mathematical communication of students and instruments in the form of a questionnaire to obtain data of peer tutoring and self confidence. The population in this research is students of class X SMA N I Rantau Selamat and sample in this research as many as 19 people with sampling through purposive sampling. Tool of data analysis in this research using the help of IBM SPSS 20. The method of analysis used is descriptive analysis, classical assumption test (normality test and heteroscedasticity test), and path analysis. Based on the analysis of the research, it can be concluded (1) the learning model of peer tutoring has a positive effect but not significant to the self confidence of students (2) learning model of peer tutoring has a positive effect and significant impact on mathematical communication (3) self-confidence has a positive effect but not significant to the mathematical communication (4) Self Confidence can not mediate the effect of Peer Tutoring on Mathematical Communication.

THE ANALYSIS OF STUDENT’S MATHEMATICAL COMMUNICATION IN SOLVING SOLID FIGURES PROBLEMS REVIEWED FROM STUDENT’S LEARNING STYLES IN FIFTH GRADE OF SD NEGERI 4 KUTOSARI IN ACADEMIC YEAR OF 2020/2021

<p>The research aimed to describe the level of student's mathematical communication skills in solving solid figures problems reviewed from learning styles to fifth grade students of SD Negeri 4 Kutosari in academic year of 2020/2021. The research was a qualitative approach with case study method. The results showed that from 21 students in fifth grade, there were 9 students having a visual learning style, 7 students having auditory learning style, and 5 students having kinesthetic learning style. Students with visual learning styles had the best level of mathematical communication skills. Students with auditory learning style had good level. Students with kinesthetic learning styles had sufficient level. To improve student’s mathematical communication skills, the teachers provide learning activities based on student’s learning styles.</p>

Pengembangan LKPD Berbasis Model Pembelajaran AIR Berorientasi Pada Peningkatkan Kemampuan Komunikasi Matematika

From the results of the answers to the test of mathematical communication skills and the deployment of the questionnaire obtained the problem, namely the low capacity of mathematical communication students, the difficulty of students to write the form of mathematical symbols, and the limitations of teaching materials used during learning in class V in elementary school. This study aimed to develop valid worksheets of students (LKPD) on building simple spaces in class V elementary school, knowing the practicality of LKPDs from users, educators and students, and knowing the effectiveness of LKPD on increasing mathematical communication skills. The method of development used in this study referred to the research design of Borg and Gall. Data collection techniques were carried out through documentation, observation, questionnaires, and students' mathematical communication skills tests. The subjects of this study were 25 control class students and 25 experimental class students at SDN 1 Semuli. The study results stated that LKPD products based on the AIR learning model were valid, practical, and effective in improving students' mathematical communication skills. It was proven by material experts, media experts, and language experts validating results with the "Very Valid" category. LKPD based on AIR learning models was practiced to be used by fulfilling the aspects of attractiveness, convenience, and usefulness with the "very practical" category. LKPD-based AIR learning models were effectively used to improve students' mathematical communication skills in the pretest and post-test scores, with the results of the calculation of the experimental class n-gain entry in the category was quite effective

PENGARUH MODEL PERMAINAN FINDING MY SECRET WORD TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA

The purpose of this study was to determine the effect of using the game finding my secret word on stdents mathematical communication ability. This research was conducted at SD Negeri Jampang 03 class V in the academic year 2019/2020. The research method used was quasi experiment with The Nonequivalent Posttest-Only Group Design. Sample this study amounted to 58 students consisting of 29 experimental class students and 29 control class students. The instrument used in this study was a matter of essay. The data obtained were analyzed by Independent Sample t-Test which produced Sig. (2-tailed) of 0.005 < 0.05, then H0 is rejected and H1 is accepted. This shows that the average value of students mathematical communication ability taught using the game finding my secret word is higher than the average value of students mathematical communication ability taught by conventional learning. Thus, the use of the game finding my secret word has a significant affects on student mathematical communication ability.

KETERAMPILAN KOMUNIKASI MATEMATIS SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF EFFICACY

Mathematical communication skills are one of the competencies that students must have in the 21st century. This study aims to anylize and describe students’ mathematical communication skills in terms of self efficacy on the polyhedrons material. The research used descriptive qualitative methods. The subjects were 9 grade students of An nashichah private junior high school selected purposively. Data was collected through online test, questionnaires and interviews using WhatsApp. The data analyzed through 3 stages, namely data reduction, data presentation and conclusions. The results showed that the students’ mathematical communication skills were low. When viewed from students’ self efficacy, high self efficacy students have high mathematical communication. Meanwhile, low and moderate self efficacy students have low mathematical communication skills. The use of Whatsapp media is not able to support students mathematical communication skill and self efficacy. The tachers need to design learning media to help students improve their mathematical communication skills and self efiicacy.

The Effect of the Application of the 5E Learning Cycle Model on Mathematical Communication Skills in Junior High School Students

This research is motivated by the low students mathematical communication skills. To overcome this problem is by improving the learning process that provides opportunities for students. One of them is by applying the 5E Learning Cycle model. The 5E Learning Cycle model is a series of activities so that students can master the competencies achieved in learning by taking an active role, directed to seek and discover new knowledge themselves. The research is to investigate the impact of the application of Learning Cycle 5E on mathematical communication skills in terms of overall, ability level and, interaction between learning model and ability level. This research is a quasi-experimental study with a pretest post-test control design. The results of data analysis show that the mathematical communication skills of students who learn using the 5E learning cycle model are better than students with conventional learning. For students mathematical communication skills at the moderate level, the 5E learning cycle model is better, but not better for high and low levels. There is no interaction between the learning model and ability level of mathematical communication skills.

PENERAPAN PENDEKATAN PROBLEM SOLVING MODEL SSCS (SEARCH, SOLVE, CREATE, AND SHARE) DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DI SMP MUHAMMADIYAH 8 BATU

This research in order to describe: 1) the implementation of problem solving approach type SSCS (search, solve, create, and share) on mathematics lesson; and 2) the students mathematical communications ability on implementation of problem solving approach type SSCS (search, solve, create, and share) on Muhammadiyah Junior High School of 8 Batu. The research type is descriptive with qualitative approaching. The research object is students mathematical communication ability in implementation of problem solving approach type SSCS (search, solve, create, and share). Data sources taken from all of students in the class with twenty persons there. The procure technique is by using observation and test. Data is taken by observation in order to get of students activity and students communication ability in verbal, and test session in order to get of students communication ability in writing. Data anilisys is by recon up totallity percentage for each indicator and totality percentage of achievement studens activity and totality percentage of student communication ability. The results of this research shows us that: 1) implementation of problem solving approach type SSCS (search, solve, create, and share) based students activity is “good” and has undergone in a line nased of all phases and include to learning steps in each phase. However, students still dependence of teacher’s explanation like usually, while student isn’t given in this approach. There for, this approach must be continue in the next so that get of maximum learning outcomes; 2) students communication ability in verbal and written in implementation of problem solving approach type SSCS (search, solve, create, and share) is “good”. However, students still need more times to practice in solve other mathematic problems, expecially on find out or write mathematic ideas.