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Dewi, N. R., N. R. Kamila, Mashuri, and K. Wijayanti. "Mathematical communication ability in knisley mathematics learning model." Journal of Physics: Conference Series 1567 (June 2020): 032002. http://dx.doi.org/10.1088/1742-6596/1567/3/032002.
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Tupamahu, Pieter Zakarias, Tanwey Gerson Ratumanan, and Christina Laamena. "Students’ Mathematical Representation and Communication Ability in Mathematics Problem Solving." Jurnal Didaktik Matematika 10, no. 1 (2023): 111–30. http://dx.doi.org/10.24815/jdm.v10i1.29376.
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In learning mathematics, representation and communication ability are required by students to solve problems. The ability to represent is crucial for students to simplify the learning process, while students who have good mathematical communication abilities can easily solve a problem. This study applied a sequential mixed methods approach. Quantitative data was obtained from the results of the written test, then the ability of mathematical representation and communication in solving problems on linear program material was analyzed qualitatively. The participants of this study were 59 students from one of the senior high schools in Ambon, Indonesia. The research phase was begun with students being asked to solve mathematics problems and then researchers analyze representation and written communication ability. The largest percentage of students' results on the test was in the very low category of mathematical representation and communication ability. The results showed that students who had good representation and communication abilities would be able to solve problems. There were significant correlations and a very strong correlation between mathematical representation and communication ability with a Pearson Correlation coefficient of 0.915. After obtaining the test result, subjects were selected based on the category of ability to conduct interviews. Based on the results of the interview, the mathematical representation ability that the subject uses well will directly involve mathematical communication skills well, and vice versa.
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Sugianto, Rahmad, Yus Mochamad Cholily, Rani Darmayanti, Kamilia Rahmah, and Niswatun Hasanah. "Development of Rainbow Mathematics Card in TGT Learning For Increasing Mathematics Communication Ability." Kreano, Jurnal Matematika Kreatif-Inovatif 13, no. 2 (2022): 221–33. http://dx.doi.org/10.15294/kreano.v13i2.38068.
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Mathematics communication, which includes writing, drawing, and expressing mathematics, is essential in learning mathematics. The teacher needs to design learning to develop the ability to communicate mathematically. Questions presented in the Rainbow Mathematics Card (RMC) allow participants to be educated to convey the ideas and concepts that become part of developing mathematics communication ability. The study aims to make mathematics communication ability TGT learning with RMC. A type study is a mixed method that is designed and experimented with in subjects research. Data was obtained through test mathematics ability communication before and after learning using a paired t-test. The results showed an enhanced mathematics communication ability through the TGT learning model with RMC.Komunikasi matematika yang meliputi menulis, menggambar, dan mengekspresikan matematika, sangat penting dalam pembelajaran matematika. Guru perlu merancang pembelajaran untuk mengembangkan kemampuan berkomunikasi matematis. Soal-soal yang disajikan dalam Rainbow Mathematic Card (RMC) memungkinkan peserta dididik untuk menyampaikan ide dan konsep yang menjadi bagian dari pengembangan kemampuan komunikasi matematika. Tujuan penelitian ini untuk tes peningkatan kemampuan matematis melalui pembelajaran TGT dengan RMC. Jenis studi adalah metode campuran yang kemudian dikembangkan dan dieksperimentasikan ke subjek penelitian. Data diperoleh melalui tes kemampuan komunikasi matematis sebelum dan sesudah pembelajaran menggunakan uji t berpasangan. Hasil penelitian menunjukkan peningkatan kemampuan komunikasi matematis melalui pembelajaran TGT dengan RMC.
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Purwanto, Joko, Cahya Setyautami, Gunawan Gunawan, Nuhyal Ulia, and Jaka Wijaya Kusuma. "DESCRIPTION OF STUDENT'S MATHEMATIC COMMUNICATION ABILITY REVIEWING FROM PERCEPTION OF MATHEMATICS." International Journal of Economy, Education and Entrepreneurship (IJE3) 2, no. 3 (2022): 806–13. http://dx.doi.org/10.53067/ije3.v2i3.119.
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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
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Trisnawati, Trisnawati, Rani Pratiwi, and Winia Waziana. "The effect of realistic mathematics education on student's mathematical communication ability." Malikussaleh Journal of Mathematics Learning (MJML) 1, no. 1 (2018): 31. http://dx.doi.org/10.29103/mjml.v1i1.741.
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This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).
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Yanti, Helmi, Zaenuri Zaenuri, and Walid Walid. "KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI RELASI DAN FUNGSI DI PONDOK PESANTREN ANSHOR AL SUNNAH." Jurnal Kajian Pembelajaran Matematika 5, no. 1 (2021): 42. http://dx.doi.org/10.17977/um076v5i12021p42-53.
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Research purposes for describing student ability communication. Research population is purposive grade VIII Anshor Al Sunnah boarding school in academic year 2020/2021. Research sample is student grade VIII A at boarding school Anshor Al Sunnah. Research aminstrument is mathematics communication ability. The data analysis in descriptive. Research findings total is 37.5 percent student able to use terminology, mathematics notation in view of relationship within model and situation even organize a question story. Then, total 62.5 percent student able to express mathematic ideas in oral and written and demonstrating for viewing at visual total 40 percent and 22.5 percent student able to understand, interpretation and good evaluation mathematic idea within oral and written, even though in visual, percentage ability mathematic communication is 40.6 percent with Low category.
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Istikomah, Endang, Zetriuslita Zetriuslita, and Nofriandi Nofriandi. "Improving Students' Mathematics Communication Ability Through Geogebra." Pedagogia : Jurnal Pendidikan 10, no. 2 (2021): 113–26. http://dx.doi.org/10.21070/pedagogia.v10i2.1266.
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Student’s mathematical communication skills are low. Geogebra is a dynamic program with a variety of facilities that can be used as a medium of mathematics learning to visualize mathematical concepts and help to construct mathematical concepts. The purpose of this study was to determine the improvement of students’ matematical communication skills thorugh Geogebra. The research method use is quasi experiment. The sample used in this study was the second semester students of TA. 2018/2019. The reserach involved an experimental group and control group. The results showed that the value of sig. of 0,000 . The conclusion obtained is that the mathematical communication skills of student in the experimental class are better than increasing the mathematical communication skills of students in the control class.
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Kurniawati, Risky, and Raekha Azka. "Development of Mathematics E-Comic to Facilitate the Mathematical Communication Ability." Hipotenusa : Journal of Mathematical Society 4, no. 2 (2022): 165–84. http://dx.doi.org/10.18326/hipotenusa.v4i2.7501.
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This study aims to develop a valid mathematics e-comic learning media for class VIII students on statistical material. The design of the e-comic mathematics learning media development using the PPE stage includes planning (planning), production (production), and evaluation (evaluation). The criteria for achieving quality are carried out by testing so that they are declared valid by experts. The results showed that the e-comic learning media for class VIII students on statistics material for class VIII students on statistics material met the valid criteria. Product validity was obtained based on the assessment of experts which showed that the quality of the learning media was included in the very good category with an average score of 3.65 by the material expert validator, and was included in the very good category with an average score of 3.75 by the media expert validator. Based on the results of the assessment, it can be concluded that the e-comic learning media for class VIII students on statistical material is valid.
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Rahman, Arief Aulia, Dian Kristanti, Andy Sapta, et al. "Improve The Students’ Mathematics Communication Ability Using Realistic Mathematics Education." Journal of Physics: Conference Series 1114 (November 2018): 012112. http://dx.doi.org/10.1088/1742-6596/1114/1/012112.
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Azmi, Syahrul, Baidowi Baidowi, Nurul Hikmah, Ratna Yulis Tyaningsih, and Eka Kurniawan. "Analysis of students' mathematics communication ability based on cognitive styles and mathematical knowledge." Jurnal Pijar Mipa 17, no. 2 (2022): 231–38. http://dx.doi.org/10.29303/jpm.v17i2.3384.
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This study aims to describe the mathematical communication skills of mathematics education students based on their cognitive styles and mathematical knowledge. This research is a qualitative approach. Data were collected by giving the MFFT test to the students to measure their cognitive styles and essay tests for determining their mathematical communication skills. Data were analyzed by comparing the scores of cognitive styles, mathematical communication, and their mathematical performances. The result shows that students with reflective cognitive styles perform better on mathematical communication than impulsive cognitive styles. Moreover, their mathematical knowledge significantly affects their abilities in solving mathematical communication tests.
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Adha, Idul, and Rani Refianti. "Missauri Mathematics Project Berbasis Soal Open Ended terhadap Kemampuan Komunikasi Matematika." Jurnal Pendidikan Matematika (JUDIKA EDUCATION) 1, no. 2 (2018): 135–43. http://dx.doi.org/10.31539/judika.v1i2.403.
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The objective of the study was to know the influence of missouri mathematic project model based open-ended questions toward students' mathematics communication ability. The population of the study was all seventh graders of SMP Negeri 8 Lubuklinggau in academic year of 2018/2019 meanwhile the sample of this study was selected randomly. The data collection used two essay tests namely pre-test to know students' mathematic ability before following learning process and post-test after following learning process. The data analysis used normality test, homogeneity test, and t-test. Based on t-test analysis result with α = 0.05, found that t-value>t-tabel (6,92> 1,67), so it can be concluded that there is influence of learning model of missouri mathematic project based on open-ended questions toward students' mathematic communication ability of seventh graders of SMPN 8 lubuklinggau. 
 
 Keywords: Missouri mathematic project, open-ended, communication ability
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Uddin, Pathuddin Path, Anggraini Aulia, Muh Rizal, Rahma Nasir, Bakri Muhammad, and Siti Uswatun Hasanah. "Mathematical communication of students with low performance in mathematics." International Journal of Learning and Teaching 15, no. 3 (2023): 133–46. http://dx.doi.org/10.18844/ijlt.v15i3.9129.
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This study aims to help students with poor mathematical skills communicate through mathematics. Two twelfth-grade senior high school students consisting of a male student (S1) and a female student (S2), with low mathematical performance, were selected as respondents. The subjects were determined by using the data pairing technique developed by Milles. Data were collected through test and semi-structured interviews and then analyzed qualitatively. The result of this study revealed that there are mathematical communication differences between male and female students. Both subjects presented mathematical ideas by writing down important points from the test. They utilized mathematical notation correctly and represented ideas in graphics adequately. The male student communicated their understanding better by connecting various concepts. At some point, they could not describe thoughts using written words properly. This study is expected to provide benefits for teachers in designing learning that can improve the learning outcomes of low-ability students. Keywords: Gender; mathematics ability; mathematical communication; student.
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Dasini, Priya. "Analysis of Realistic Mathematics Approach with Ethnomathematics On Students' Mathematical Communication Ability." Holistic Science 2, no. 2 (2022): 106–10. http://dx.doi.org/10.56495/hs.v2i2.50.
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This study aims to describe the improvement of mathematical communication skills of seventh grade students of SMP Negeri 43 Medan with a realistic mathematics learning approach that is innovated with ethnomathematics. This research is a quantitative research and the population is all class VII, where for class VII-1 as the experimental class and for class VII-2 as the control class, each sample consists of 25 people. From the results of the pre-test data analysis the experimental class is still relatively low with an average value of 52.8 and for the control class it has an average value of 34.4. The results of the post-test data analysis for the experimental class had an increase which obtained an average value of 81.6 and for the post-test class, an average value of 53.2 was obtained. And get the value of x^2 count = 3.864 and x^2 table = 5.991. So, it can be said that all sample groups come from a homogeneous population. From the results of the explanation above, it can be concluded that there is an increase in students' mathematical communication skills with a realistic mathematics learning approach with ethnomathematical nuances
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Mira Gusniwati. "Pengaruh Reading Comprehension (Membaca Pemahaman) dan Komunikasi Matematika terhadap Kemampuan Pemecahan Masalah Matematika." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 10, no. 2 (2023): 63–70. http://dx.doi.org/10.31316/jderivat.v10i2.5082.
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The aim of this study is to determine the influence of Reading Comprehension and mathematics communication towards mathematics problem solving ability. The method used in this study is a survey method. Analysis using multiple regression and correlation techniques. Sample size is 29 students. They are saturated samples. The instrument used was essay test to measure Reading Comprehension ability dan mathematics problem solving ability, whereas for mathematics communication was measured by essay test and oral test. Hypothesis testing results show that: 1) there is the influence of Reading Comprehension and mathematics communication together toward mathematics problem solving ability, 2) there is the influence of Reading Comprehension on mathematics problem solving ability, 3) there is the influence of mathematics communication on mathematics problem solving ability. Keywords: Reading Comprehension, Mathematical Communication, Problem Solving Ability
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Marpaung, Marwan, Ani Minarni, and Togi Panjaitan. "The Effect of Mathematics Realistic Education Aided by Mathematics Software towards the Process of Solving Mathematical Communication Problems of Junior High School Students." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (2020): 1445–55. http://dx.doi.org/10.33258/birle.v3i3.1213.
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One factor that has a big influence on mathematics learning outcomes and how students provide solutions to mathematical problems, among others, is the learning factor as well as initial mathematical knowledge (IMK). So, the objectives of the research are to find out: (1) the influence of the Realistic Mathematics Education (RME) Approach aided by Microsoft Mathematics software on students' mathematical communication ability (MCA), (2) an interaction between IMK and RME approach to mathematical communication ability, (3) the students' completion process in solving mathematical communication problems. The third objective is very important because it can reveal whether horizontal and vertical mathematization as the ideas of RME benefit the students. The results of the research show that: (1) there is a significant effect of the RME Approach aided by Mathematics software on students' mathematical communication ability, (2) there is no significant interaction between the initial mathematical knowledge and the learning approach to students' mathematical communication ability, (3) the students' completion process in solving mathematical communication problems attain the "good" category.
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Purwanto, Edi. "Mathematics Communication Ability In Mathematics Education Study Program Post Online Learning." Journal of Education and Learning Mathematics Research (JELMaR) 3, no. 2 (2022): 197–207. http://dx.doi.org/10.37303/jelmar.v3i2.82.
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The COVID-19 pandemic has had an impact on various fields in the world, including education in Indonesia. Based on a preliminary study conducted by researchers, several research results were found related to the effectiveness of distance/online learning which were considered less effective. Research on Difficulties in Learning Mathematics Online During the COVID-19 Pandemic, concluded that learning mathematics becomes difficult and has challenges when learning online for several reasons factors, namely; the limited space for interaction with the teacher, the number of concepts used in mathematics, and the objects studied have abstract patterns. This research is a type of qualitative research that uses descriptive qualitative research methodology. The focus of this research is to describe students' mathematical communication during online learning. The research data were obtained from 6 students of the Mathematics Education Study Program, Pawyatan Daha University. Data collection obtained through test questions and questionnaire sheet. The implementation technique, the test questions contain mathematical problems that have been created to obtain data on students' mathematical communication abilities. The second part contains questionnaire sheet to obtain secondary data related to barriers/students in carrying out learning. The results showed that some students still had low or less communicative abilities, this was indicated by the non-fulfillment of all assessment indicators including strategy, organization and communicative language.
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Indriani, Rina, and Lilis Marina Angraini. "The Effect of the Missouri Mathematics Project Learning Model on Students' Mathematical Communication Ability." International Journal of Mathematics and Mathematics Education 3, no. 1 (2025): 33–46. https://doi.org/10.56855/ijmme.v3i1.1151.
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Mathematical communication is one of the most important mathematical abilities that students must learn. Students' ability to communicate mathematical concepts orally or in writing is known as mathematical communication ability. Therefore, this research aims to determine how the Missouri Mathematics Project (MMP) model affects students' mathematical communication ability. With the Nonequivalent Control Group Design, The quantitative research method and type used in this research is experimental. Purposive sampling is a technique used for sampling which is an experimental class of the control class The research instrument used was a test. The data analysis in this study used parametric tests. The results of this research show that the class. is an experimental class that has a higher value when juxtaposed with the class analysed with descriptive analysis. The results of the hypothesis were obtained based on the t-test that it was significant. Thus, it is rejected and accepted, it is proven that the influence of the Missouri Mathematics Project (MMP) model on students' mathematical communication ability is obtained.
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Khadka, Jaya Bahadur. "Role of Mathematical Communication for Learning Mathematics." Journal of Educational Research and Innovation 4, no. 1 (2024): 68–76. https://doi.org/10.3126/jeri.v4i1.75791.
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Mathematical communication is increasingly recognized as a crucial component of effective mathematics learning. This research paper examines the role of mathematical communication in enhancing students' understanding and proficiency in mathematics. The objectives of the study are to explore how communication supports learning in mathematics, identify strategies that teachers can employ to improve students' mathematical communication skills, and assess the impact of these skills on overall student achievement. The research employs a mixed-methods approach, combining quantitative and qualitative data from surveys, classroom observations, and interviews with mathematics teachers and students. A sample of 50 secondary school students and 2 mathematics teachers were selected from various schools. Quantitative data were gathered through surveys assessing students' communication skills and mathematics achievement, while qualitative data were obtained through observations of classroom interactions and interviews with teachers regarding their instructional practices. The findings reveal that students with stronger mathematical communication skills demonstrated a higher level of understanding and problem-solving ability. Teachers who actively promoted mathematical communication through structured tasks, classroom discussions, and opportunities for students to explain their reasoning reported improved student engagement and learning outcomes. Furthermore, the study found that mathematical communication not only facilitated individual learning but also encouraged collaborative problem-solving and peer learning. In conclusion, the study highlights the significant role of mathematical communication in fostering deeper understanding and improving mathematical proficiency. Effective communication allows students to articulate their thinking, engage with mathematical concepts more critically, and collaborate with others. The study recommends that teachers incorporate mathematical communication as a central element of their instructional practices to enhance student learning and success in mathematics.
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Nuzula, Laili Hikmatun, Sunyoto Eko Nugroho, and Wardono . "Mathematical Communication Ability in Core Learning Realistic Mathematics Approach with the Assist of Quizizz." International Journal of Research and Review 10, no. 2 (2023): 720–29. http://dx.doi.org/10.52403/ijrr.20230288.
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Mathematical communication skills are very important in learning mathematics. The mathematical communication skills of grade III students at SD Tandang 02 were still relatively low, they have not been able to express opinions about mathematics or explain in notation or hull form. This study aimed to determine the increase in students' mathematical communication skills in CORE learning with a quizizz-assisted realistic mathematics approach. The method used in this study was a Quasi-Experimental method. The population in this study were class III students in the even semester of the 2020/2021 academic year. Selection of the sample using cluster random sampling technique. The sample in this study was class III students as an experimental class, the class that was subjected to CORE learning with a quizizz-assisted realistic mathematics approach. Data collection techniques in this study are documentation techniques, test techniques, observation, and interviews. The research instruments used were mathematical communication question sheets, interview guidelines and observation sheets when learning took place. The data analysis technique used is a prerequisite test which includes normality and homogeneity tests, hypothesis testing which includes completeness tests, average difference tests and influence tests. The results showed that there was an increase in mathematical communication skills using the CORE model with a realistic mathematical approach based on quizizz media. The success of this increase can be seen from the results of research on frequency tendencies which show an increase during the posttest or after being given learning. The completeness test also showed that the proportion of completeness of students subjected to the CORE learning model with a quizizz-assisted realistic mathematics approach is more than 75%. The results of the independent sample t-test to find out the difference between the control and experimental classes, the results of the significance value show the number 0.00 <0.05. This proves that there is a difference in the average mathematical communication ability of students in the experimental class and the control class after learning. In the matter of mathematical communication skills, there were no students who achieved high gain scores, students who achieved moderate gain scores had a percentage of 82%, and students who achieved low gain scores had a percentage of 18%. Keywords: Communication Ability, Model CORE, RME Approach, Quizizz
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Harahap, Irham Habibi, and Dwi Novita Sari. "Application of Realistic Mathematics Education (RME) To Improve The Students’ Mathematical Communication Ability." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 2 (2022): 598–606. http://dx.doi.org/10.51276/edu.v4i2.423.
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This article will discuss the communication skills of SMP IT Al Ikhwan students in class VII-1 and VII-2 each with a total of 32 students, after being given learning through RME. Determination of the sample is done by simple random. The research instrument used in this study was a test that was statistically analyzed using N-Gain. After carrying out a series of activities starting from the pretest, treatment and posttest, it can be concluded that the use of RME was apparently good for improving mathematical communication skills as seen from the N-Gain acquisition for each class that was sampled. The learning process that uses RME opens opportunities for students to be able to play a more active role in expressing themselves in solving mathematical problems and realistic mathematics education gets a very good response, students really like it and feel very excited.
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Cholily, Yus Mochamad, Selvi Amalia, and Alfiani Athma PR. "STUDENT’S MATHEMATICAL COMMUNICATION ABILITY GIVEN SELF CONCEPT IN LEARNING MATHEMATICS THROUGH DISCOVERY LEARNING." Prima: Jurnal Pendidikan Matematika 8, no. 1 (2024): 89. http://dx.doi.org/10.31000/prima.v8i1.9902.
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Tujuan penelitian ini adalah menggunakan paradigma Discovery Learning untuk mengkarakterisasi seberapa baik siswa dapat mengkomunikasikan ide matematika ditinjau dari konsep dirinya. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kuantitatif. Subyek dalam penelitian ini diambil dari siswa kelas VIII SMP 1 Muhammadiyah. Instrumen yang digunakan dalam penelitian ini adalah angket konsep diri, lembar observasi, dan tes kemampuan komunikasi matematis. Berdasarkan temuan, 15% siswa masuk dalam kategori tinggi, 65% masuk dalam kategori sedang, dan 20% masuk dalam kategori buruk pada konsepsi diri. Siswa dengan kemampuan komunikasi matematis kuat, sedang, dan rendah dalam kurikulum kurikulum Discovery menunjukkan perbedaan yang mencolok ketika mengikuti tes kemampuan komunikasi matematis. Berdasarkan hasil observasi guru dan siswa diketahui bahwa secara keseluruhan hasil observasi guru pada pertemuan 1 sebesar 97% masuk dalam kategori sangat baik. Untuk pertemuan kedua memperoleh 98% dengan kategori sangat baik. Pada kategori sangat baik diperoleh hasil pertemuan ketiga 100%. Mengenai hasil observasi siswa pada pertemuan pertama, 86% masuk dalam kategori baik. Untuk pertemuan kedua memperoleh 92% dengan kategori sangat baik. Hasil pertemuan ketiga sebesar 89% masuk dalam kategori baik.
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Ariyanti, Hidayatul Purnama. "PENGARUH PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN MATEMATIS SISWA (DITINJAU DARI KEMAMPUAN REPRESENTASI DAN KOMUNIKASI)." Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika 6, no. 2: (2016): 37–44. http://dx.doi.org/10.36456/buanamatematika.v6i2:.367.
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This research is motivated by the low mathematical ability of students seen in the test results Programme for International Student Assessment (PISA) in 2012. The ability of mathematics not only be based on the ability of understanding only, but there are also other capabilities that factor into the level of mathematical ability of students, among others, representation and communication capabilities. So to overcome this use realistic mathematics learning. Formulation of the problem in this research is "Is there any realistic mathematics education effect on the ability of students' mathematical representation and communication?". The goal was to determine the effect of realistic mathematics learning of the mathematical ability of students' representation and communication. The method used is Posttest-Only Control Design which will give treatment to the realistic mathematics learning experiment class and conventional learning to control class. After treatment, given posttes to measure its influence in the ability of students' mathematical representation and communication. The research instrument in the form of tests which contains the indicator variables. Subjects in this study were 32 students of the control class and 32 students for the experimental class. For data analysis used the t-test previously conducted pre-requisite test the normality and homogeneity test. In this study, H0 reads No realistic mathematics education effect on the ability of students' mathematical representation and communication. And H1 reads no realistic mathematics education effect on the ability of students' mathematical representation and communication. The results show the ability of the student representation is obtained and the communication skills of students obtained which showed that H0 refused on both. It can be concluded that the realistic mathematics instruction affect the ability of students' mathematical representation and communication.
 
 Keywords: Realistic Mathematics Education, Communication Skills, Representation Skills.
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Nayazik, Akhmad, and Arie Wahyuni. "Peningkatan Kemampuan Komunikasi Matematis Model Ideal Problem Solving dalam Aspek Grammatical dan Sosiolinguistik." Jurnal Didaktik Matematika 4, no. 2 (2017): 107–14. http://dx.doi.org/10.24815/jdm.v4i2.8461.
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The importance of learning mathematics can not be separated from its role in all aspects of everyday life. Communicating ideas using language and mathematical notation is even more practical, systematic, and efficient. Recognizing the importance of mathematical communication skills then as a prospective educator should seek learning that can provide opportunities and encourage students to trained the ability of mathematical communication. Indicator of mathematical communication ability in this research include grammatical ability (K1) and sociolinguistic ability (K2). The subject of high school mathematics curriculum is a compulsory course that must be taken, because it will be discussed about the subject matter of school math and various models. One of the learning model that meets the indicator of mathematical communication ability is IDEAL Problem Solving model.This study aims to improve the ability of mathematical communication in grammatical and sociolinguistic aspects. The type of research used is classroom action research based on Stephen Kemmi and Robin Mc Taggart models. From the result of the research, it is found that the application of IDEAL Problem Solving model of high school mathematics curriculum can improve mathematical communication ability in grammatical (K1) and sociolinguistic (K2) aspect. The percentage of grammatical aspect (K1) increased from 78% to 89% and sociolinguistic aspects (K2) increased from 81% to 89%.
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Haris, Denny. "USING VIRTUAL LEARNING ENVIRONMENT ON REALISTIC MATHEMATICS EDUCATION TO ENHANCE SEVENTH GRADERS’ MATHEMATICAL MODELING ABILITY." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 2 (2022): 152–59. http://dx.doi.org/10.24114/sejpgsd.v12i2.35387.
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Many research studied that realistic mathematics education (RME) can be an alternative solution to students’ difficulties in learning mathematics. Various forms of technology additionally are further employed to support students' mathematical achievements. However, research on the implementation of virtual learning environments (VLE) with the RME approach is still lacking. The main goals of this research were to create an instructional process of virtual learning environments on realistic mathematics education to improve seventh graders' mathematical modeling abilities and to examine the effect of designs on mathematical modeling ability. Theory of realistic mathematics education and virtual learning environment literature were integrated. The design model developed was verified by experts to be tested. The pre-test / post-test test method was carried out to see the effectiveness of the design. The sixty-seventh graders from a secondary school in North Sumatera were selected as samples. The instructional process developed consists of four stages, namely (1) purposing contextual problems, (2) defining situations from contextual problems, (3) solving problems individually or in groups, and (4) reviewing and comparing solutions. The developed virtual learning environment consists of 5 components, namely (1) users management, (2) content and activities management, (3) resources management, (4) visualization and communication management, and (5) evaluation and assessment management. The mathematical modeling ability concerning experimental group students is significantly higher after being taught through a realistic mathematics education instructional process via a virtual learning environment. Comparison of the experimental group with the control group also showed the same results.
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Cahya, Gustivani Putri. "ANALISA KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA MENGGUNAKAN APLIKASI MODEL PERFORMANCE ASSESMENT KELAS X AKUNTANSI SMK." Mathematics Education Journal 1, no. 1 (2017): 77. http://dx.doi.org/10.22219/mej.v1i1.4553.
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mathematics communication is a way to express mathematical ideas, either inoral way or written way toward mathematics problems. The ability of students’mathematics communication is very important although there are only few students who can communicate it nowadays, so that it makes the students’ ability decreased. Students only do plain works that demanded a result but do not or rarely asked the origin or process steps in doing it. In determining the ability of students’ written mathematics communication, a teacher can conduct an assessment. One of the assessments that can be used in mathematics learning is a performance assessment.This research used a qualitative descriptive type with written mathematics communication test. Meanwhile, a written rubric of mathematics communication ability was used for analyzing the data. The research was conducted in SMK Muhammadiyah 3 Singosari with students of class X as research subject. A learning subject that was used in measuring students' mathematics communication ability was a system of linear equations and inequalities. In addition, a written test was used as the instrument of this research. The data of written test will be analyzed descriptively then obtained the following data: the ability of students’ written mathematics communication in all assignments is in good category.
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Harisuddin, Muhammad Iqbal, Ika Sriyanti, and Handri Wijaya. "Implementation of Accelerated Learning to Improve Mathematics Communication Ability." Jurnal Pendidikan MIPA 23, no. 4 (2022): 1409–22. http://dx.doi.org/10.23960/jpmipa/v23i4.pp1409-1422.
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Nurdiansyah, Nanda Wahyu. "PROFIL KOMUNIKASI MATEMATIKA TULIS SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN MATEMATIKA SISWA." MATHEdunesa 9, no. 2 (2020): 442–54. http://dx.doi.org/10.26740/mathedunesa.v9n2.p442-454.
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One factor in learning mathematics is the need for communication skills. Carpenter & Gorg (2000: 60) states "Communication is an essential part of mathematics and mathematics education", which means that communication is an important part of mathematics and mathematics education. Mathematical communication is related to problem solving, because with the existence of mathematical communication students will understand better in solving mathematical problems. This qualitative descriptive study aims to describe the written mathematics communication of junior high school students in solving mathematical problems in terms of students' mathematical abilities. The data obtained came from three subjects, namely VIII grade junior high school students who had received the material system of two-variable linear equations (SPLDV). The three subjects consisted of students with high mathematical abilities, students with moderate mathematical abilities, and students with low mathematical abilities. The results of this study are the accuracy of writing mathematics for high ability and medium ability students is declared accurate, but low abilities is not declared accurate. In the completeness aspect, high ability and medium ability students written mathematics communication is complete for any information that has been submitted. But, student with low abilities is not complete. In the aspect of fluency, students with high abilities are able to communicate fluently in mathematics, but students with moderate and low abilities cannot fluently.
 .
 Keywords: Mathematical Communication, Problem Solving, Mathematical Ability.
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Wulandari, Firnanda Safira, Yus Mochamad Cholily, and Adi Slamet Kusumawardhana. "Analysis of Students’s Mathematical Communication Ability in Learning Mathematics Using the Jigsaw Cooperative Method." MATHEMA: JURNAL PENDIDIKAN MATEMATIKA 6, no. 1 (2024): 224. http://dx.doi.org/10.33365/jm.v6i1.3467.
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This research aims to determine students' mathematical communication skills in mathematics which was carried out using the Jigsaw cooperative method. The research method uses experimental research. The design in this research leads to a true experimental design with a posttest-only control design. The sampling technique was simple random sampling taken from odd semester student report cards. The research sample consisted of 2 classes, namely class VIIA and VIIB. The research instrument consists of a test sheet consisting of five descriptive questions with material about plane figures and an observation sheet containing two indicators of mathematical communication, written and oral. The data analysis technique uses an independent T-Test, so it can be concluded that (1) the Jigsaw type cooperative learning method has an effect on students' mathematical communication skills. (2) Independent sample T-Test with a significance value of showing a significant difference between class VII A as the experimental class and class VIIB as the control class.
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Sabrina, Alifa, Suyono Suyono, and Wardani Rahayu. "The Influence Of Thinking Styles and Mathematical Beliefs On The Elementary Mathematics Teacher’s Communication Ability." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 2 (2019): 238–48. http://dx.doi.org/10.31004/cendekia.v3i2.101.
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The aim of the research was to determine the influence of thinking styles and mathematical beliefs of Elementary Mathematics Teacher according to their mathematics communication ability. The participants were 60 elementary teachers in UPBJJ-UT (Terbuka University) Jakarta. They were chosen as a sample with simple random sampling technique, where the test was held in June 14, 2015. The Multiple Linier Regression was used to analyzed the data, where the instruments consist mathematics communication, thinking styles and mathematical beliefs. Based on the value of R square applied in the SPSS, showed that there is 0.457 or 45.7% the influence of mathematical beliefs and thinking styles according to the mathematics communication in students in Elementary Teacher Studies program in UPBJJ-UT Jakarta.
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Sri Indah Yulia Dewi, Putu, Nani Kurniati, and Wahidaturrahmi Wahidaturrahmi. "Pengaruh Kepercayaan Diri dan Kemampuan Komunikasi Matematika Terhadap Hasil Belajar Matematika Siswa." Griya Journal of Mathematics Education and Application 1, no. 2 (2021): 122–31. http://dx.doi.org/10.29303/griya.v1i2.41.
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This research aims to find out the influence of self-confidence on students’ mathematics learning outcome, the influence of mathematics communication ability on students’ mathematics learning effect, and the influence of self-confidence and mathematics communication ability on students’ mathematics learning outcome of 8th grade SMPN 22 Mataram academic year 2019/2020. This type of research was ex post facto. The sample of this research were 44 students with total sampling technique. Data collection techniques in this reseacrh using questionnaire, test and documentation. The instrument of this research was in the form of a confidence questionnaire, a test of mathematics communication ability, and documentation of students’ mathematics learning outcome of 8th grade SMPN 22 Mataram. From the data analysis obtained, there was no influence of self-confidence on students’ mathematics learning effect of 8th grade SMPN 22 Mataram. Whereas for mathematics communication ability there was found an influence on students’ mathematics learning effect of 8th grade SMPN 22 Mataram with the coefficient of determination of 83.7%. The results of data analysis also showed that there was a significant influence between students' self-confidence and mathematics communication ability on students’ mathematics learning effect of 8th grade SMP 22 Mataram with the coefficient of determination of 83.1%.
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Noviana, Fitria, Sigit Mulqiyono, and Muhammad Afrilianto. "KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMP KELAS IX PADA MATERI BANGUN RUANG SISI DATAR DI KABUPATEN BANDUNG." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 4 (2018): 583. http://dx.doi.org/10.22460/jpmi.v1i4.p583-590.
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Students mastery of mathematical communication ability can be one of benchmark to know the level of students understanding about the material that has been submitted. Mathematics is not only a tool for thinking but also math can be a tool to communicate an idea. This research aim is to describe the mathematical communication ability of class IX SMP. The research takes place in one of SMP in Bandung Regency. The mathematics material that discussed is about polyhedron. Data were taken from the results of the test instrument about the ability of mathematics communication. The samples that researcher used are about 30 students of class IX SMP. The results of this research showed the percentage of students' mathematics communication ability at 31% that means most of the students have a low percentage of understanding mathematics communication.
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Lee, Eun Ju. "The Latent Growth Model of the Korean Language and Mathematics Academic Performance in Children aged 6-12." Communication Sciences & Disorders 27, no. 3 (2022): 723–41. http://dx.doi.org/10.12963/csd.22903.
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Objectives: This study is a foundation for preparing learning support measures for children with developmental language disabilities through research on the academic relationship development of the Korean language and mathematics. The degree and developmental relationship of Korean language and mathematics academic performance according to age from kindergarten before entering elementary school to 4th grade were examined. Methods: Latent Growth Model Analysis (LGMA) was conducted on the results of the evaluation of Korean language and mathematics academic performance from 2014 to 2018 (4th grade in elementary school). Results: Korean language and mathematics developed with significant influence on each other. It was confirmed that the basic ability to perform the Korean language has a significant effect on both the basic ability and the change in the academic ability in mathematics. It is a fact that Korean language ability is the basis of mathematical academic ability through the implementation of the mathematical sentence system. In addition, although Korean language ability and mathematics influence each other, in the case of mathematics, the cognitive ability of individual children played a more significant role compared to the Korean language in the academic performance results. Conclusion: Korean language ability and mathematics developed with a significant influence on each other. It was confirmed through the Latent Growth Model that Korean language ability has a significant effect on the basic ability and the change of mathematic academic performance.
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Imami, Adi Ihsan. "Students Mathematical Communication Ability On Transformation Geometry." SJME (Supremum Journal of Mathematics Education) 7, no. 1 (2023): 121–29. http://dx.doi.org/10.35706/sjme.v7i1.8486.
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The purpose of this study was to determine the level of mathematical communication ability of high school students in the subject of transformational geometry. The population in this study were students of class XI at one of senior high school in Karawang. The sample selection was carried out by means of purposive sampling. This study uses a qualitative descriptive approach, with analytical techniques: (1) data reduction, (2) data presentation, (3) drawing conclusions. The results of this study are that students' mathematical communication abilities on transformation geometry material in one of the high school schools in Karawang district are in the sufficient category with an average value of 49%. One indicator of communication skills that should get more attention is the ability of students to connect real events or the application of mathematics to everyday life in the form of mathematical ideas.
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Handayani, Ruri, and Supar Man. "Design of Mathematics Student Worksheet based on Realistic Mathematics Education Approach to Improving the Mathematical Communication Ability Students of Class VII Junior High School in Indonesia." International Journal of Engineering & Technology 7, no. 4.30 (2018): 31. http://dx.doi.org/10.14419/ijet.v7i4.30.21997.
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Mathematics communication is a way of sharing ideas and clarifying comprehension. The Realistic Mathematics Education (RME) approach can improve mathematical communication skills. The student worksheet is used because it is shorter, more comfortable and summarizes the material along with the questions to be able to assist students in the ability of mathematics communication. This study aims to develop teaching materials in the form of student worksheets based on Realistic Mathematics Education Approach to improve students' mathematical communication skills. This research is development research with ADDIE development model, that is analysis, design, develop, evaluation implementation. The subject of this research is the students of the first grade of VII. Instruments used in the form of validation sheet, mathematics communication ability test, and interview guidance manual. The validation sheet is addressed to material experts and media experts. The test to determine students 'mathematical communication skills is done before and after the use of student worksheet so that it is known whether there is an increase in students' mathematical communication ability. Interview guides are conducted with teachers and students to find out the curricula and character of students in the school. Data analysis techniques in this study using data reduction, presentation, and conclusion. The resulting student worksheet design based on the RME approach that matches the characteristics, curriculum, and student tasks. This research can be developed to the stage of development, implementation, and evaluation.
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Handayani, Ruri, and Supar Man. "Design of Mathematics Student Worksheet based on Realistic Mathematics Education Approach to Improving the Mathematical Communication Ability Students of Class VII Junior High School in Indonesia." International Journal of Engineering & Technology 7, no. 4.30 (2018): 31. http://dx.doi.org/10.14419/ijet.v7i4.30.21998.
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Mathematics communication is a way of sharing ideas and clarifying comprehension. The Realistic Mathematics Education (RME) approach can improve mathematical communication skills. The student worksheet is used because it is shorter, more comfortable and summarizes the material along with the questions to be able to assist students in the ability of mathematics communication. This study aims to develop teaching materials in the form of student worksheets based on Realistic Mathematics Education Approach to improve students' mathematical communication skills. This research is development research with ADDIE development model, that is analysis, design, develop, evaluation implementation. The subject of this research is the students of the first grade of VII. Instruments used in the form of validation sheet, mathematics communication ability test, and interview guidance manual. The validation sheet is addressed to material experts and media experts. The test to determine students 'mathematical communication skills is done before and after the use of student worksheet so that it is known whether there is an increase in students' mathematical communication ability. Interview guides are conducted with teachers and students to find out the curricula and character of students in the school. Data analysis techniques in this study using data reduction, presentation, and conclusion. The resulting student worksheet design based on the RME approach that matches the characteristics, curriculum, and student tasks. This research can be developed to the stage of development, implementation, and evaluation.
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Yunita, Mardhiyah, and Rizki Dwi Siswanto. "Analysis of Mathematical Communication Ability in Solving Story Problems Based on Mathematical Ability and Gender." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 1 (2023): 181–93. http://dx.doi.org/10.31943/mathline.v8i1.327.
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This study aims to test the written mathematical communication skills of students who st udy mathematics material about cubes and blocks at SMP 238 Jakarta. This study uses a qualitative descriptive methodology. Data collection using tests and interview. As a test of the v alidity of the data usin the triangulation technique was carried out by comparing the results of the subject’s mathematical communication ability test with the results of the interview. The subject of this study were students of class VIII SMP 238 Jakarta, totaling 6 students who were divide into 3 groups based on high, medium, and low level of mathematicl ability. This study uses 3 indicators, namely explaining mathematical ideas, situations and relationships/in writing, explaining mathematical ideas in the form of visual images/tables/diagrams, explaining ideas of problem situations picture or real objects into the language of symbols of mathematical models/mathematical expressions. This study revealed that students with high level of mathematical ability were able to answer questions on indicators 1, 2, and 3. Subjects with low level of mathematical ability were able to answer questions on indicators 1, 2, and 3 but still did not understand and were still in complete the method used in answering.
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Wulansari, Indah, and Walid Walid. "Analysis of students mathematics communication ability based on Keirsey personality type through accelerated learning model." Unnes Journal of Mathematics Education 10, no. 2 (2021): 99–106. http://dx.doi.org/10.15294/ujme.v10i2.32178.
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Mathematics communication ability needs to be improved so that students can solve math problems well. The purpose of this research was to: (1) determine whether the average students' mathematics communication ability are taught using Accelerated Learning (AL) model reached 65 and finished the classical; (2) describe the mathematics communication ability of students based on personality types Keirsey through the AL model. This research method using mixed methods with sequential explanatory design. Sampling with cluster random sampling technique, the determination of the subject by using purposive sampling. The population in this study is a class VIII student in one of the Junior High Schools in Semarang by taking a class sample. The results showed that the average students' mathematics communication ability are taught using a model of the AL reached 65 and completed the classical with the percentage reached 75%. Description of mathematics communication abilities of students based on Keirsey personality types: (a) Artisan students able to two indicators; (b) Guardian students able to two indicators; (c) Idealist students able to two indicators; and (d) Rational students able to two indicators.
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Handayani, Rizki, Nurhasanah Siregar, Erlinawaty Simanjuntak, and Yulita Molliq. "Mathematical Communication Ability of Madrasah Aliyah Students Given Self-Confidence and Learning Independence." PYTHAGORAS Jurnal Pendidikan Matematika 19, no. 1 (2024): 53–63. https://doi.org/10.21831/pythagoras.v19i1.72580.
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The research aims to ascertain how mathematical communication ability is impacted by self-confidence, how learning independence affects mathematical communication ability, and how self-confidence and learning independence affect mathematical communication ability in 11th-grade students at MA Muhammadiyah 1 Medan in the 2023–2024 academic year. This is a correlational study with a quantitative methodology. This research used cluster sampling, and the total sample size was 31 students. This study collected data using questionnaires and tests. The research instruments used were self-confidence and learning independence questionnaires, as well as mathematical communication ability tests. Multiple regression analysis was used in this study's data analysis procedures. The analysis's findings indicate that self-confidence impacts on mathematics communication with a value of sig. 0.025 and a value of tcount 2.317; learning independence impacts on mathematics communication ability, with a value of sig. 0.12 and the value of tcount 2.512; self-confidence and learning independence positively and significantly impact on mathematics communication ability, with a value of . 0.000; and a coefficient of determination of 0.612, implying that self-confidence and learning independence affect mathematical communication by 61.2%.
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Khusnul Hotimah and Isnawati Lujeng Lestari. "High School Students' Mathematical Communication Skills Through Ethnomatematics-Based Realistic Mathematics Learning Approaches in Geometry Transformation Materials." Noumerico: Journal of Technology in Mathematics Education 1, no. 2 (2023): 64–70. http://dx.doi.org/10.33367/jtme.v1i2.4023.
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Mathematical communication ability is the ability of students to use mathematics as a form of communication (the language of mathematics) and student's ability to convey the mathematics they learn as the content of the message to be conveyed. This study aims to describe the Mathematical Communication Skills of High School Students Through an Ethnomatematics-Based Realistic Mathematics Learning Approach on Geometry Transformation Materials. This research is a type of descriptive research with a qualitative approach. The selection of subjects used in this study used an interpersonal intelligence questionnaire, which involved all students of class XI IIS 3 State Islamic High School 1 Pasuruan. Based on the interpersonal intelligence questionnaire scores, three subjects were selected with high, medium, and low levels of interpersonal intelligence. Then, these three subjects will examine the student's ability to draw the correct solution, explain the answer systematically, and construct a problem into a mathematical model. The results of this study indicate that the mathematical communication skills of students with high, medium, and low levels of interpersonal intelligence have many differences in problem-solving on the questions given
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Ulum, Achmad Miftachul. "Level of Mathematical Communication Ability on Three-Variable Linear Equation System Material." Jurnal Riset Pembelajaran Matematika 7, no. 1 (2025): 39–52. https://doi.org/10.55719/jrpm.v7i1.1547.
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Mathematics learning requires students to be able to master various mathematical abilities. Mastery of these mathematical abilities aims to make it easier for students to receive information during learning. mathematics as language, which means that mathematics can be used in communication between students. In this case, mathematical communication skills must be possessed by students, in order to make it easier for them to solve math problems. The purpose of this study was to determine the level of mathematical communication skills on the material of linear equations of three variables. The approach used is descriptive qualitative. The instruments used were mathematical communication skills questions, and interview guidelines. Researchers used triangulation techniques to strengthen the data obtained. The data that has been obtained is analyzed using the Miles and Hubermen method, which has four stages. The results of this study are that students who have low mathematical communication skills tend to master only one indicator of mathematical communication skills. Learners who have moderate mathematical communication skills tend to master two indicators of mathematical communication skills. Learners who have high mathematical communication skills, tend to have mastered all indicators of mathematical communication skills. Suggestions from this study are, that further researchers try to do research on mathematical communication skills.
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Nelwati, Sasmi, and Yelpa Yeni. "Kemampuan Komunikasi Matematis Peserta Didik yang Diajar dengan Metode Probing-Prompting Learning Pada Kelas Vii Mtsn Bungus Teluk Kabung Padang Tahun Ajaran 2017/2018." Math Educa Journal 3, no. 1 (2019): 44–56. http://dx.doi.org/10.15548/mej.v3i1.268.
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Communication ability of mathematic is one of purpose in learning that hoped can developed in mathematic learning. Base on observation result in MTsN Bungus Teluk Kabung Padang show that communication ability of mathematic student still low. The purpose of this research is to know about students ability on mathematics communication at grade VII MTsN Bungus Teluk Kabung Padang academic year 2017/2018 that taught by Probing-Prompting Learning Method. This type of research is quasi experimental (Quasi Experimental Research) with Randomized Control Group Only Design. Population in this research is student in grade VII MTsN Bungus Teluk Kabung Padang academic year 2017/2018. Data collection method use are posttest obtained is analyzed by using t – test after normality test and homogenity test. Based on the research result, mathematical communication ability of experment class student is higher than control class.After doing analysis, the average score of the experiment class is 80,00 while the control class is 73,42. After hypothesis testing using t-test, obtained tcount > ttable (1,82> 1,66) with α = 0,05 on the level trust is 95%, then the decision is H0 rejected and H1 accepted.
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Wear, Ali Sadikin, and Renny Indrawati. "Pengaruh Metode Pembelajaran Inkuiri dan Diskusi pada Materi Pokok Bentuk Aljabar terhadap Kemampuan Komunikasi dan Kemampuan Pemecahan Masalah Matematika." JKPM (Jurnal Kajian Pendidikan Matematika) 2, no. 2 (2017): 159. http://dx.doi.org/10.30998/jkpm.v2i2.2489.
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<pre><em><span lang="EN-US">The research is aimed to know; 1) interaction of inquiry learning method application and discussion on communication ability and student’s mathematics problem solving skills on multivariate. 2) the impacts of learning method on mathematics communication ability on univariat.3) the impacts of learning method on mathematics problem solving skills on univariat. This research is false experiment used non equivalent control group design with 2 factors measurement technique. The instrument is essay test (problem solving and communication question). This research was conducted at public SMP in Palmerah distric, west Jakarta. The sample is the students of class VIII about 140 students. Data analyze used MANOVA analysis. The result of this research is: 1) there are significant impacts of learning method on communication ability and mathematics problem solving skills on multivariate. 2) there are significant impacts of learning method on mathematics communication ability on univariat 3) there isn’t significant impact of learning method on mathematics problem solving skill.</span></em></pre>
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Syahrir and S. Prayogi. "The effect of brain-based learning on student’ mathematical communication ability viewed from creativities in the thematic subjects of science physics - mathematics." Journal of Physics: Conference Series 2165, no. 1 (2022): 012002. http://dx.doi.org/10.1088/1742-6596/2165/1/012002.
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Abstract This study aims to determine the effect of Brain Based Learning on students’ mathematical communication ability viewed from creativities, in the thematic subjects of science physics - mathematics. The research was carried out at SDN Pantai Harapan Jaya 01, Muara Gembong District, using experimental research on treatment with a level 2 x 2 design. The results showed that:(1) the mathematical communication ability of students who are given brain-based learning treatment is higher than students who use expository, (2) there is an interaction of learning models with creativity on students’ mathematical communication ability, (3) students’ mathematical communication ability with brain-based learning are morehigher than expository, this is for students who have high creativity, and (4) there is no difference in mathematical communication ability with brain based learning and expository treatment between students who have low creativity.
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Nasiroh, Dewi. "Development of Learning Outcome Assessment Instruments with Mathematics Communication Ability in High School Mathematics Learning." Journal of Education and Learning Mathematics Research (JELMaR) 2, no. 2 (2021): 26–33. http://dx.doi.org/10.37303/jelmar.v2i2.58.
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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%.
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Cahyani, Ainun Dwi, Muhammad Ahsan, and Buhaerah. "WRITTEN MATHEMATIC COMMUNICATION ABILITY DESCRIPTION ON MATHEMATICS LEARNING FOR CLASS VIII STUDENT SMPN 8 PAREPARE." Jurnal Prinsip Pendidikan Matematika 4, no. 2 (2022): 77–87. http://dx.doi.org/10.33578/prinsip.v4i2.122.
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This study aims to produce a description of the written mathematical communication skills of SMP class VIII students on the subject matter of patterns and number sequences. The research method used by the researcher is descriptive qualitative research. Sources of data are taken from primary data and secondary data. Data collection techniques consist of observation, interviews, and documentation. The data obtained by the researcher was analyzed using analytical methods with the steps of data reduction, data presentation, and conclusions and verification. Based on the study results, the written mathematical communication skills of class VIII students at SMPN 8 Parepare, the subject matter of patterns and number sequences, seen from the four indicators, were classified as average. This is evidenced by the results of the data presentation of indicators where indicators 3 and 4 are combined as follows: 1). Presenting and rewriting the description of a given picture or pattern using their written language is considered not good; 2). Declaring the picture into a mathematical model and completing it is considered good; 3). Declaring mathematical situations or everyday events into mathematical models in writing and connecting mathematical ideas with relevant images and solving them is considered good.
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Iryono, Mustofa Baydillah, Indy Qonita, and Syifa Ratna Elya M. "Analysis of Students Mathematical Communication Ability Models on Set Materials." International Journal of Technology and Modeling 1, no. 1 (2022): 15–20. https://doi.org/10.63876/ijtm.v1i1.4.
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This study aims to see and analysis: The ability of mathematical communication to connect actual items, photos and diagrams into mathematical thinking. The ability of mathematical communication to provide explanations for thoughts, conditions, writing with gadgets, pictures, graphs, and actual algebra. The ability to speak mathematically expresses ordinary events in language or mathematical symbols. The ability of mathematical conversation to create state versions through writing, concrete gadgets, pictures, graphs, and algebraic methods. Mathematical verbal exchange ability to provide explanations and make questions about mathematics that has been found. The method in this study uses a qualitative method. The results showed that the mathematical communication ability to connect real objects, pictures and diagrams became low mathematical inspiration. Mathematical communication skills mentioning ideas, situations, writing using real objects, pictures, graphs and algebra are classified as moderate. Mathematical communication ability models states that everyday occurrences in mathematical language or symbols are low. The ability of mathematical communication to produce examples of a situation through writing, real objects, pictures, graphs, and algebraic methods is low. The ability of mathematical communication to express and make questions about the mathematics that has been learned is low.
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Sintawati, Mukti, and Metti Dwita. "The effect of mathematics communication ability on students' learning achievement in year five." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 5, no. 3 (2023): 182–94. http://dx.doi.org/10.12928/fundadikdas.v5i3.6832.
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This study aims to determine the effect of mathematics communication skills on student achievement in grade V Public Elementary School 08 and 10 District Gantung. This study uses a quantitative research approach with ex-post facto research. The population in this study were 58 students of class V Public Elementary School 08 and 10 District Gantung, with a sample of 45 people. Mathematics communication skills (Variable X) and mathematics learning achievement were the variables investigated (Variable Y). This study's data collection method employs tests that have been validated and proven to be reliable. The SPSS version 21 program is used for hypothesis testing, which employs simple linear regression analysis and Pearson correlation. The study's results, obtained using a simple linear regression test and a Pearson
 
 
 
 
 correlation test, show that mathematics communication ability has a significant effect on students' mathematics learning achievement, as indicated by a sig less than 0.005, which is equal to 0.000 with the simple linear regression equation Y = - 2,219 + 0,980. Pearson Correlation is obtained for 0.0802, indicating that the pearson correlation is strongly correlated when viewed through the guidelines for the degree of relationship. Based on this, it is possible to conclude that mathematics communication skills have a strong correlation with students' mathematics learning achievement.
 
 
 
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'Afifah, Nur. "Mathematical Interaction and Communication Analysis in Jigsaw Type Cooperative Learning." Jurnal Riset Ilmu Pendidikan 2, no. 3 (2022): 132–42. http://dx.doi.org/10.56495/jrip.v2i3.147.
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The main problem of this study is that teacher seems dominating the class and it cause to the lack of student’s role in finding new concept of learning process. Consequently, the students develop their creativity to solve their problem by interacting one another and improve the communication in learning process. Referring to that concept, it is necessary to apply a learning system which increase students’ activity, and accommodate communication among them. Cooperative learning by jigsaw model is one alternative of mathematic learning to solve the case. This research is meant to deepen the students’ activities in cooperative learning, the students’ activities are focused on task student’s interaction to find the pattern of interaction. After learning process, will be depicted also the students’ mathematic communicative. The Subject of this research is the students in the second class of mathematic and natural field Student Mathematics FKIP UMSU, was applied the cooperative learning jigsaw type. The used instrument, is instrument of observation with reliability 0,91 and test instrument with reliability 0,86, and significant standard 0,05. The analysis result in qualitative part, was found general form of student’s interaction on task, namely interaction in discussion form to find the idea of task solution or negotiation to decide the group answer. While the student’s interaction based on academic ability are: (1) a high ability student interacted with a medium ability in order to help along with explanation; (2) a high ability student interacted with a low ability student in order to help without explanation; (3) a medium ability student interacted with a low ability student in order to help with explanation. The analysis result about the ability of students’ communication, was found the score mean of the students’ mathematic communication ability 68, 97. Many students have been able to communicate mathematic about 85%, and classically have been able to do it. Based on the result of this research, then the learning process in school has been properly in student center. The teacher has to be desirable to facilitate the students, in order to be able to interact each other to find, to express, and to using mathematic concept to deal with problem. The paradigm of the teacher to teach the students has to be done, because the students have ability that can be dug by them selves. Therefore, jigsaw cooperative learning is very good to apply as mathematic learning alternative at school
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Pertiwi, Hana, Nuriana RD, and Rahayu Budhiati Veronica. "Mathematical Communication Ability with Brain-Based Learning Model in Terms of Gender." Unnes Journal of Mathematics Education 10, no. 3 (2021): 216–21. http://dx.doi.org/10.15294/ujme.v10i3.54140.
Full textAbstract:
Mathematical communication ability is one of the basic skills standards in mathematics. However, mathematical communication ability with students is still low. This can be seen from the work of students who still have difficulty expressing mathematical problems with mathematical symbols and have difficulty interpreting mathematical ideas in writing. It seems that students find it difficult to express mathematical ideas into writing. This study aims to (1) determine the attainment of the classic dimension of the ability of mathematics students to communicate through the Brain-Based Learning model (2) compared the ability of mathematics based on gender through the Brain-Based Learning model (3) to describe the ability of mathematics students to communicate through gender. This study uses a mix method with a sequential Explanatory. The population is the eighth grade high school student of State 31 at the same time. The sample in this study is a class VIII B student determined by random sampling techniques. The subject of this study was taken on the basis of the student gender. There are six students, three male students and three female students. The results of this study show that: (1) the ability of students to communicate mathematically in Pythagorean matter through the Brain-Based Learning model reaches the classical dimension (2) there is no significant difference in the ability of students to communicate mathematically between men and women through the Brain-Based Learning model (3) Women are better at explaining the idea of the situation and the mathematical relationship in writing with real things, images, graphics, and algebra, and also women are better at creating concepts, formulating arguments, and generalization than men. But in terms of connecting real things, images, and diagrams to the idea of mathematics and also in terms of expressing everyday events in language or the symbol of mathematics between students and girls there is no significant difference.
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Jaohari, Try Soni, Moh Mahfud Effendi, and Siti Inganah. "PENERAPAN PENDEKATAN PROBLEM SOLVING MODEL SSCS (SEARCH, SOLVE, CREATE, AND SHARE) DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DI SMP MUHAMMADIYAH 8 BATU." MEGA: Jurnal Pendidikan Matematika 2, no. 1 (2021): 143–52. http://dx.doi.org/10.59098/mega.v2i1.423.
Full textAbstract:
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.