Mathematical Communication Skills Test Research Articles

Mathematical Communication Skills of Junior High School Students in Solving Straight Line Equation Problems Based on Learning Interest

One of the skills that students should possess to compete in the 21st century is communication skills, including mathematical communication skills. In short, mathematical communication skill is an ability of students to convey their mathematical ideas. However, the facts show that the mathematical communication skills of junior high school students are still relatively low. This problem is closely related to learning interests. This study aims to analyze and describe the mathematical communication skills of junior high school students in solving straight-line equation problems based on learning interest. This study used a qualitative research method with a case study design. The research subjects were 33 grade VIII students from one of the junior high schools in Bandung, West Java, Indonesia. Data were collected using triangulation techniques from data on mathematical communication skills tests about straight line equations, learning interest questionnaires, and interviews. The research findings revealed that students with good and very good learning interests, mostly at level 3 mathematical communication skills (in general they can communicate ideas effectively but there are some small errors), students in the good enough learning interest category are at level 2 mathematical communication skills (can communicate some ideas with slightly ambiguous explanations), and students in poor learning interest are at level 3 mathematical communication skills (in general they can communicate ideas effectively but there are some minor errors). Keywords: mathematical communication,students, straight line equations, learning interest

Penerapan Model Pembelajaran Kooperatif Think Talk Write Untuk Meningkatkan Komunikasi Matematis Siswa MAN 1 Medan

This research aims to enhance the mathematical communication skills of students after implementing the Think Talk Write cooperative learning model. The study was conducted in the first semester of the 2023/2024 academic year in class XI MIA 3 at MAN 1 Medan. The subjects of this research were 39 students from class XI MIA 3 MAN 1 Medan. The object of this research was the mathematical communication skills of students by applying the Think Talk Write learning model. The research method used was classroom action research conducted over 2 cycles. The results of the students' mathematical communication skills test showed improvement from the initial test to the tests given in Cycle I and Cycle II. In the initial test, only 1 student (2.5%) achieved proficiency with an average score of 56, categorized as low. In Cycle I, there was a classical increase, with 10 students (25.6%) achieving proficiency with an average score of 67.9, categorized as moderate. In Cycle II, there was also a classical increase, with 33 students (84.6%) achieving proficiency with an average score of 86.9, categorized as high. It can be concluded that by implementing the Think Talk Write cooperative learning model, it is possible to improve the mathematical communication skills of class XI MIA 3 students at MAN 1 Medan.

Perbedaan Kemampuan Komunikasi Matematis Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Think-Talk-Write (TTW) dan Model Pembelajaran Konvensional Pada Tingkat SMP

This research aims: (1) the mathematical communication abilities of students using the think-talk-write (TTW) cooperative learning model are higher than the mathematical communication abilities of students using conventional learning models in class VIII SMP Negeri 19 Medan, (2) the process of completing answers is created by students in solving problems in the think-talk-write (TTW) cooperative learning model and conventional learning models. This type of research is quantitative research with a Quasi Experimental method. This research was conducted at SMP Negeri 19 Medan. The sampling technique in this research used the Purposive Sampling technique, namely class VIII-5 as a class taught using the think-talk-write type cooperative learning model and class VIII-6 as a class taught with a conventional learning model. The data collection instruments were an observation sheet and a test sheet for students' mathematical communication skills in the form of 4 essay questions. Data analysis in this study used a t-Test with the Independent sample t-Test technique with the help of the SPSS 22 program. The results of the research showed that the average score for the class taught using the think-talk-write cooperative learning model was 80.1 and the class taught with a conventional learning model of 74.6. Hypothesis testing was carried out using the t-test, from the calculation results it was obtained that tcount was 2.501 and ttable 1.67469, the significance level was 0.016<0.05, then H0 was rejected and Ha was accepted, so it was concluded that students' mathematical communication skills used the cooperative learning model type. think-talk-write is higher than students' mathematical communication skills using conventional learning models. Based on the analysis of the process of students' answers to the mathematical communication skills test, students who received think-talk-write cooperative learning were better than students who received conventional learning.

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA BERDASARKAN PERSPEKTIF SEMIOTIK PEIRCE

This study aimed to analyze and describe the mathematical communication abilities of high school students of the Xth grade based on Peirce's semiotic perspectives. The research method used in this research is descriptive. Sampling techniques using purposive sampling. The instrument for gathering data on this research is a test of mathematical communication skills. All the MIPA 1 class X students were identified through their communication skills tests, and then three students represented the highest category. Tests were carried out on trigonometric derivatives. Further analysis of the entire data is carried out with the following steps: data reduction stage, data presentation stage, and conclusion. The results of the study showed that these high-level students could associate representations seen, make complex mathematical expressions, describe various representations of symbols or images made by students when dealing with mathematics problems, explain clearly and in-depth the mathematic processes they perform, represent a concept (objects) verbally or visually, and associate their representations with relevant concepts or material. In addition, the three students solved mathematical communication problems through the stages of representamen, object, and interpretant

Visual Perceptions Skills and its Association with Written Mathematical Communication Skills among Learning Disabilities Students in Jordan

Aim The present research sought at investigating the association between visual perception skills and written mathematical communication skills among a sample of students with learning disabilities in mathematics in Jordan. Method This was a cross-sectional correlational study that included a sample of 90 primary-stage students who were diagnosed as having learning disabilities in mathematics. To collect data, the researchers developed two data collection tools; the visual perception skills test (50 items) and the written mathematical communication skills test (6 items). The tests were validated and ensured for reliability before implementation on the original study sample. The data gathered in this study was analyzed using the Statistical Package of Social Sciences (SPSS). Results The results showed that there was a significant statistical association between visual discrimination and Written mathematical communication skills test (r=0.218), visual closing test and Written mathematical communication skills test (r=0.411), shape relationship perception test and Written mathematical communication skills test (r=0.438), Visual Integration and Spatial Relationship Perception Test and Written mathematical communication skills test (r=0.614), Visual information recall test and Written mathematical communication skills test (r=0.154). The results showed that there was a significant positive association between visual perception skills and written mathematical communication skills (r=0.509). Conclusion The study ended up with that there is a significant positive association between visual perception skills and written mathematical communication skills among students with learning disabilities in mathematics. The study recommends developing mathematical educational material based on the visual approach and improving these skills among students with learning disabilities to develop their written mathematical communication skills.

The Effectiveness of Think Talk Write (TTW) Learning in Improving Students’ Mathematical Communication Ability

Learning mathematics is useful for students to be able to think critically, count, reason, and be able to analyze a problem. Not only that learning mathematics has an impact on improving mathematical communication skills related to everyday life. The purpose of this study was to test the effectiveness of using the Think Talk Write (TTW) learning model in improving students' mathematical communication skills at the junior high school level. This research took place at SMP Muhammadiyah 01 Medan. The population of this study was all students in class IX and the research sample was students in class IX-T1 at SMP Muhammadiyah 1 Medan, TA 2022/2023. This study used a quantitative pre-experiment design one-group pretest-posttest method. The test of mathematical communication skills is the instrument of this research. The research data was tested for its hypothesis using the paired sample t-test with the normality assumption test. While testing the effectiveness of increasing their mathematical communication skills using the N-Gain test.

Pengaruh Model Pembelajaran Treffinger Terhadap Kemampuan Komunikasi Matematis Siswa di SMP Negeri 1 Botomuzoi

Mathematics is a subject that must be mastered by students at school. But the reality is that SMP Negeri 1 Botomuzoi students suffer from learning difficulties because of the mathematical communication skills of the students who are still in the category. So, the student is unable to communicate his ideas and ideas without the teacher's involvement. The aim of this study was to find out the influence of Trefffinger's learning model on students' mathematical communication skills. This type of research is experimental research using experimental methods (quasy experimental research). The research population was a whole of class VIII students consisting of 4 classes with samples of 2 classes taken by random sampling, namely class VIII-3 as a control class and class VIII-4 as an experimental class. The data is collected by giving the student a mathematical communication skills test that is analyzed by guiding the student's mathematics communication ability test withdrawal. Based on the results of the research, obtained the test of the hypothesis with the value thitung = 11,687 and the value ttable = 1,67. Because thitung > ttable or 11,687>1,67 then reject Ho and accept Ha. which means “There is an effect of Treffinger's learning model on the mathematical communication skills of students in SMP Negeri 1 Botomuzoi

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.

Gender differences in written mathematical communication skills of junior high school students

Some research about identifying the differences between male and female students’ written communication skills has been done before. However, the previous research only focused on qualitative studies. Therefore, there is still a lack of empirical proof of the result. This study aims to test whether a significant difference exists between male and female students' written mathematical communication skills and identify their performance difficulties. The subjects were 14 male and 14 female students at the junior high school. The instrument was a test of mathematical communication skills on quadrilateral topics. The research method used was a mixed method with a sequential explanatory design. The data were analyzed using Mann-Whitney U to measure the difference between male and female students’ written mathematical communication skills, and document analysis was conducted to analyze their difficulties in performing written mathematical communication. The results showed that even though there is no significant difference between written mathematical communication skills between male and female students, there is a significant difference when viewed from each indicator. In addition, the difficulties experienced by male and female students are difficulties expressing mathematical ideas using mathematical symbols, using facts and concepts to solve problems, and operating algebraic forms.

Analysis of Mathematical Communication Ability on Problem-Solving Pythagoras Theorem Viewed From Students' Cognitive Style

This research is motivated by the fact that students' mathematical communication skills still need to be improved. This study aims to describe students' written and oral mathematical communication abilities toward solving the Pythagorean theorem problem in terms of field-dependent and field-independent cognitive styles in class VIII-B at SMP Al-Islam Krian. This type of research is qualitative research with a descriptive method. Subjects in this study were taken using a purposive sampling technique after carrying out the GEFT test in class VIII-B of 2 students, each based on field-independent and field-dependent cognitive styles. The instruments prepared in this study were the GEFT test, a mathematical communication skills test, and an oral examination. Based on the analysis of the answer sheets for the mathematical communication ability test and the oral test, it was concluded that students with field-independent cognitive styles have good written or oral mathematical communication skills. This can be seen from students' ability to write down and convey information, solve problems coherently, systematically, and transparently, and draw conclusions correctly. Students with field-dependent cognitive styles need better mathematical communication skills. This can be seen from the ability of students who need help to correctly write down and convey information, problem-solving ideas coherently, systematically, and clearly, as well as conclusions

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK MODEL STUDENT FACILITATOR AND EXPLAINING TERKAIT KEMAMPUAN KOMUNIKASI MATEMATIS DAN MINAT BELAJAR

This research is motivated by the absence of teaching tools that suit the needs of students and the low ability of mathematical communication and interest in learning. This is the main reason for the need to develop student facilitator model worksheets and explain mathematical communication skills and interest in learning. This study aims to determine the feasibility, ability test results, and interest in learning from the developed student worksheets. This research method is Research and Development with the ADDIE design. The data sources in this study were expert validators and class X IPS 1 students. The data collection instruments used were expert validation sheets, ability test sheets, and learning interest questionnaire sheets. Data were analyzed using proportions written according to their qualifications. Based on the analysis that has been carried out, it can be interpreted that the developed student worksheets is feasible to use, the results of the test of mathematical communication skills show that students of class X IPS 1 have good abilities, and have an interest in learning mathematics. It is suggested that the developed student worksheets can be an alternative tool for learning mathematics, it is necessary to carry out further trials with a larger number of students so that the results are more varied and increase the number of validators so that the quality of the eligibility of student worksheets can be even better.

IMPROVING STUDENTS’ MATHEMATICAL COMMUNICATION SKILLS ON DATA PROCESSING LEARNING MATERIALS THROUGH THE AIR (AUDITORY, INTELLECTUAL, REPETITION) LEARNING MODEL

Conveying ideas is needed to direct mathematical communication skills. In fact, mathematical communication abilities are indicated not to be maximized. Several conditions imply that the students' mathematical communication skills are less than optimal, one of which is teacher-based learning. In this paper, the research was conducted specifically to measure the improvement of students' abilities in mathematical communication by applying the AIR model to data processing learning material. The research was conducted using a quasi-experimental method with the Nonequivalent Control Group design. The results of the initial and final tests of students' mathematical communication skills indicate an improvement. The students at Grade V of SD Negeri Pataruman and SD Negeri Darmaraja I were the control and experimental classes for the research sample. Sampling was carried out using a purposive sampling technique. The results of the data analysis indicate that the students’ mathematical communication skill average score of the experimental class applying the AIR model was higher than the control class score by applying conventional learning. In the experimental class, the average score of mathematical communication skills was 43,34% in medium interpretation. Meanwhile, in the control class, the average score was 13,06% with a low interpretation. The description implies that the treatment in the experimental and control classes improves the students' mathematical communication skills differently.

DESKRIPSI KEMAMPUAN KOMUNIKASI MATEMATIS MATERI STATISTIKA DITINJAU DARI SELF-CONFIDENCE SISWA KELAS VIII SMP MUHAMMADIYAH LIMBUNG

This study aims to determine and describe the mathematical communication skills of statistical material in terms of the self-confidence of class VIII students of SMP Muhammadiyah Limbung. This research is a descriptive qualitative approach. The subjects in this study were 6 students of class VIII-9 who were selected based on self-confidence grouping, namely 2 students who had high self-confidence, 2 students who had moderate self-confidence, and 2 students who had low self-confidence. The instruments used in this study were self-confidence questionnaires, mathematical communication skills tests, and interview guidelines. the data analysis techniques used are data condensation, data presentation, and data verification. The results show that: 1) Students who have high self-confidence, have an average mathematical communication ability of 91.67 which is included in the high category, based on indicators show that they are able to master written text, drawing and mathematical expressions indicators, 2) students who have moderate self-confidence, have an average mathematical communication ability of 45.8 which is included in the medium category, based on indicators showing that they are less able to master written text, drawing and mathematical expressions indicators and 3) students who have low self-confidence, have an average the average mathematical communication ability is 16.7 which is included in the low category, based on indicators showing that they are not able to master written text and mathematical expressions indicators, for drawing indicators.

Developing Mathematics Written Communication through Case-Based Learning

Mathematical education, as it is now practiced, has many problems. Students that were taught using traditional instruction were only taught to listen. Without the input and feedback of the pupils, the teacher controls the learning process. Students were unable to improve their communication abilities and lacked learning independence. This study aimed to ascertain how case-based learning affected students' mathematics communication skills. The study had a posttest-only design and was a quasi-experimental investigation. The control class received standard instruction, whereas the experiment class received case-based learning instruction. The ability of students to communicate mathematically was the dependent variable in this study. The independent variables in this study were case-based learning and independent variables. Forty-six pre-service mathematics teachers from two full classes served as the research participants in their fifth semester. The tests of prior knowledge and mathematical communication skills were used as study tools. According to the research findings, there is a difference in students' capacity for mathematical communication between those who receive case-based learning instruction and those who receive traditional instruction. The experiment class had better student communication skills than the control group (p-value = 0.047). As a result, case-based learning is one option for enhancing students' communication abilities.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK KELAS VIII

Mathematical communication skill is one of learning objective in mathematics. However, in reality the communication of mathematical skills by class VIII student at SMPN 3 Lubuk Basung are still lack. One solution to increase mathematical communication skills is the use a Student Teams Achievement Divisions (STAD), a model of cooperative learning. The study purpose was to determine whether the mathematical communication skill of studentsworking with the STAD model are better than those of students using direct learning. This study type was a researchin quasy-experimental design with posttest only control group design. The research data were obtained by test of mathematical communication skills. Data analysis concluded that students using the STAD model performed better in mathematical communication skills than those using direct learning. Keywords–Cooperative Learning, Student Teams Achievement Divisions, Mathematical Communication Skills.

ANALYSIS OF THE MATHEMATICAL COMMUNICATION ABILITY OF CLASS VII STUDENTS OF SMP NEGERI 1 ULUNOYO ON ASSOCIATION MATERIALS IN SAMBULU VILLAGE

This research is motivated by the importance of having mathematical communication skills in the set material. Mathematical communication skills are abilities that need to be developed in learning mathematics. The purpose of this study was to determine students' mathematical communication skills in learning mathematics for class VII SMP Negeri 1 Ulunoyo in Sambulu Village; This type of research is a qualitative research with a descriptive approach with the research population of all seventh grade students of SMP Negeri 1 Ulunoyo in Sambulu Village. The data were analyzed by the steps of data collection, data presentation and drawing conclusions. The research instrument used was a test of mathematical communication skills and an unstructured interview guide. The results showed that the mathematical communication skills of seventh grade junior high school students in Sambulu Village were still low where: 1) students were still unable to make mathematical models; 2) students have difficulty in interpreting the solution so that the problem solving process is wrong or incorrect; 3) students have difficulty in solving story problems. Through this research, the researcher suggests that students' mathematical communication skills should be further improved by practicing math problems related to mathematical communication.

Analysis of Students’ Mathematical Communication Ability Based on Self-Regulated Learning

This research is motivated by previous researchers and the facts in the field that students’ mathematical communication skills have not been trained properly, and there are various levels of difficulty experienced by students in learning mathematics, while the influencing factor is one of the affective aspects, namely self-regulated learning. This study aims to describe students’ mathematical communication skills in terms of self-regulated learning. The subjects of this study were 60 students of MAN Simalungun class X. The method used in this study is a descriptive method with a quantitative approach. The instrument in this study is a written test of mathematical communication skills and a non-test in the form of a self-regulated learning questionnaire. The results showed that: 1) there were significant differences in mathematical communication skills between students with low, medium, and high self-regulated learning categories; 2) there are significant differences in students’ mathematical communication skills in terms of the dimensions of self-regulated learning, namely motivation; time management; self-testing; and using academic resources. This research is a basic reference to reveal the relationship between mathematical communication skills and students’ self-regulated learning abilities.
 Keywords: Communication Ability, Self-Regulated Learning

An Analysis of Students' Mathematical Communicative Skills in Solving Sets Problems at SMP Negeri 1 Darul Hikma Aceh Jaya

This study aimed to determine the description of students' mathematical communication skills in solving problems in set material, especially students' written mathematical communication skills. This type of research is descriptive using a qualitative approach. The research subjects were taken from class VII students of SMPN 1 Darul Hikmah. Subject taking was carried out by looking at the value of the report card which was then selected by 3 research subjects based on the existing categories. The instrument used is a written test of mathematical communication skills which contains 3 essay questions with set material and interview guidelines. The interview guide is aimed at subject teachers to find out whether students already know mathematical communication skills. Written mathematical communication skills contain 5 indicators. The results showed that the written mathematical communication skills of the research subjects were good for indicators of ability and in writing the information contained in the questions and determining the main goals to be achieved. However, the research subjects were weak in writing mathematical operations according to the intent of the questions using pictures or scientific notation in solving problems, presenting a comprehensive representation of the concepts used and writing conclusions about answers in everyday language. The results of this study are expected to gain and add insight into the written mathematical communication skills of students of SMP Negeri 1 Darul Hikmah, Aceh Jaya district, on set material, especially in mathematics. So that thus being able to improve the ability to communicate in the language of mathematics in solving problems of everyday life. Keywords: Mathematical Communication Skills, Solving Problems, Set Material

DESCRIPTION OF STUDENT'S MATHEMATIC COMMUNICATION ABILITY REVIEWING FROM PERCEPTION OF MATHEMATICS

This study aims to describe the mathematical communication skills of class VII students in terms of students' perceptions of mathematics in class VII statistics material. The data sources of this research were students of class VII C of SMP Negeri 1 Sumbang. Respondents in this study were taken by purposive sampling method. Students are categorized into three categories, namely high, medium, and low perceptions of mathematics. The method used for data collection in this study was a questionnaire on students' perceptions of mathematics, mathematical communication skills tests, and interviews. Based on the results of research that has been done, it can be concluded that students who have a good perception of mathematics are able to meet the three indicators of mathematical communication skills, students who have an ordinary perception of mathematics are quite capable of meeting the three indicators of mathematical communication skills and students who have poor perceptions towards mathematics tend not to be able to meet the indicators of mathematical communication skills

The Development of Digital Books Based on Contextual Approach to Improve Mathematical Communication Skills at Mawaridussalam Class VII A.Y 2020/2021

This research aims to obtain a digital book based on a contextual approach that is valid, practical, and effective, so as to improve students' mathematical communication skills on the material of perimeter and area of a rectangle. The research instruments used were questionnaire and instrument validation sheets, lesson plans validation sheets, interactive teaching materials validation sheets, mathematical communication skills tests, and student and teacher response questionnaires to teaching materials. After all instruments, lesson plans, and interactive teaching materials were declared valid by the validator, then readability tests and field trials were carried out. The results of the study show that: (1) The digital book based on the contextual approach developed has met the criteria of validity based on the validator's assessment with an average validity of lesson plans of 87% in the very feasible category and the average validity of digital books is 90% for material and 88% for media with very decent category; (2) the contextual-based digital book developed has met the practicality criteria through: a) the results of the student response questionnaire to interactive teaching materials show the percentage of practicality of 79.9% in the very practical category; b) the results of the teacher's response questionnaire to interactive teaching materials show the percentage of practicality of 89.01% with a very practical category; (3) The developed contextual-based digital book meets the effective criteria with: a) classically 92% mastery of student learning; b) more than 65% of students achieved 75% of the learning objectives for each indicator; c) learning time is the same as ordinary learning in field trials and good student responses to the developed teaching materials. Through the Gain test, it can be seen that the mathematical problem solving ability of students using digital books based on a contextual approach has increased by 0.74, meaning that it is in the high category