scholarly journals Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph

2019 ◽  
Vol 4 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Mailis Triana ◽  
Cut Morina Zubainur ◽  
Bahrun Bahrun
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Approach ◽  
Observation Data ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Communication Ability ◽  
Brain Based Learning ◽  
The Brain

AStudents’ skills in expressing mathematical ideas in various ways have not met the expectation. Teachers need to apply the learning providing students’ opportunities to present their mathematical ideas. Utilizing the Brain-Based Learning (BBL) approach with Autograph can help students develop their mathematical communication skills. The purpose of this study was to analyze the development of students’ mathematical communication skills. Twenty-eight 10th grade students in one of the high schools in Banda Aceh participated in the study. The instruments used were a mathematical communication skills test and the activity observation. Data were analyzed using descriptive analysis. The study showed that mathematics learning applying BBL approach with Autograph contribute to developing students’ mathematical communication skills.

scholarly journals Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph

2019 ◽  
Vol 1 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Mailis Triana ◽  
Cut Morina Zubainur ◽  
Bahrun Bahrun
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Approach ◽  
Observation Data ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Communication Ability ◽  
Brain Based Learning ◽  
The Brain

AStudents’ skills in expressing mathematical ideas in various ways have not met the expectation. Teachers need to apply the learning providing students’ opportunities to present their mathematical ideas. Utilizing the Brain-Based Learning (BBL) approach with Autograph can help students develop their mathematical communication skills. The purpose of this study was to analyze the development of students’ mathematical communication skills. Twenty-eight 10th grade students in one of the high schools in Banda Aceh participated in the study. The instruments used were a mathematical communication skills test and the activity observation. Data were analyzed using descriptive analysis. The study showed that mathematics learning applying BBL approach with Autograph contribute to developing students’ mathematical communication skills.

scholarly journals OPTIMALISASI PENERAPAN KOMPONEN LANGUAGE DAN PICTORIAL PADA PEMBELAJARAN BERKERANGKA ELPSA UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS IX.3 MTsN 1 BIMA

2019 ◽  
Vol 7 (1) ◽  
pp. 11
Author(s):  
Muhdar Muhdar
Keyword(s):  
Communication Skills ◽  
Fundamental Problem ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Mathematical Communication ◽  
Average Value ◽  
Communication Ability ◽  
Frame Work ◽  
Group 5 ◽  
Lower Group

One of the fundamental problem of students in mathematics learning is the low mathematical communication skills. The solution  of this problem in this study was the optimization of the application of ELPSA frame  work learning with a focus on Language and Pictorial components. The  purpose of  this study was to find out and explore the effect of optimizing the application of language and pictorial components on ELPSA framework learning on mathematical communication skills. This research is a classroom action research consisting of two cycles in class IX.3 MTsN 1 Bima  for  20  students divided into three groups, 5 students to  upper  group, 5 students to  lower group  and 10 students  middle group. The results showed that the optimization of the application of  Language and  Pictorial components had an effect on the improvement of communication skills of class IX.3 MTsN 1 Bima students as indicated by observational data during learning activities. In the first cycle the average value of mathematical communication skills before the optimization activities was carried out was 49.33 and the average value of mathematical communication skills after optimization activities was 69.08 whereas in the second cycle data obtained the average communication ability before optimization activities was 53 , 42 while communication skills after the optimization activities are 71.50.

scholarly journals Pengaruh Pendekatan Brain-Based Learning terhadap Kemampuan Komunikasi Matematis dan Self-Efficacy Siswa SMA

2016 ◽  
Vol 11 (1) ◽  
pp. 11
Author(s):  
Heru Sukoco ◽  
Ali Mahmudi
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Control Group ◽  
Learning Approach ◽  
School Students ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Brain Based Learning

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran dengan pendekatan Brain-Based Learning (BBL) terhadap kemampuan komunikasi matematis (KKMAT) dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu menggunakan desain grup kontrol tidak secara acak dengan pemberian tes awal dan tes akhir. Populasi penelitian ini adalah seluruh siswa kelas XI IPA SMA Negeri 1 Jetis Daerah Istimewa Yogyakarta pada semester kedua tahun ajaran 2012/2013 yang terdiri atas tiga kelas. Dua kelas dipilih sebagai sampel penelitian, yaitu kelas eksperimen dan kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah tes KKMAT dan skala self-efficacy. Data penelitian dianalisis menggunakan uji t dan uji multivariat (MANOVA). Hasil penelitian ini menunjukkan bahwa pembelajaran dengan pendekatan BBL berpengaruh terhadap kemampuan komunikasi matematis dan self-efficacy siswa.Kata Kunci: Pendekatan Brain-Based Learning, kemampuan komunikasi matematis, self-efficacy The Effect of Brain-Based Learning Approach toward the Mathematical Communication Ability and Self-Efficacy of Senior High School Students AbstractThis study aimed to describe the effect of the instruction using Brain-Based Learning Approach (BBLA) toward students’ mathematical communication ability (MCA) and self-efficacy. This study adopted a pretest-posttest nonrandomized control group design in a quasi-experimental setting. The population comprised all students grade XI IPA of SMA Negeri 1 Jetis D. I. Yogyakarta in the second semester of the academic year 2012/2013 consisting of three classes. Two classes were selected as the research sample, namely experimental class and control class. The instruments of the study were a test of MCA and scale of self-efficacy. The data were analized using the one sample t test and MANOVA test. The findings of the study show that the instruction using BBLA has an effect on students’ mathematical communication ability and self-efficacy.Keywords: Brain-Based Learning Approach (BBLA), mathematical communication ability, self-efficacy

scholarly journals Peningkatan Kemampuan Komunikasi dan Self-Efficacy Matematis Siswa melalui Pendekatan Pembelajaran Matematika Realistik

2020 ◽  
Vol 4 (2) ◽  
pp. 151
Author(s):  
Sakinah Ubudiyah Siregar ◽  
Amin Harahap ◽  
Sri Milfayetti ◽  
Ibnu Hajar
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Mathematics Learning ◽  
Research Approach ◽  
Learning Approach ◽  
Learning Approaches ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Better Than

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi dan self-efficacy matematis siswa melalui pendekatan pembelajaran matematika realistik (PMR). Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode eksperimen semu. Sampel yang digunakan pada penelitian masing-massing yaitu 30 siswa (kelas eksperimen) dan 30 siswa (kelas kontrol) sekolah dasar di beberapa sekolah sekitar kota Rantauprapat. Hasil penelitian ini menunjukkan bahwa (1) peningkatan kemampuan komunikasi matematis siswa yang diberi pendekatan realistik lebih tinggi daripada siswa yang diberi pembelajaran konvensional, (2) adanya interaksi antara pendekatan pembelajaran dengan kemampuan awal siswa terhadap peningkatan kemampuan komunikasi matematis dan self-efficacy matematis, dan (3) proses penyelesaian komunikasi matematis siswa yang menggunakan pendekatan pembelajaran matematika realistik lebih baik dari pendekatan konvensional. Berdasarkan hasil penelitian dapat disimpulkan bahwa PMR lebih baik dari pendekatan matematika konvensional dalam meningkatkan kemampuan komunikasi dan self-efficacy matematis siswa.Improvement of Students’ Mathematical Communication Skills and Self-Efficacy through the Realistic Mathematics Learning ApproachAbstractThis study aims to determine the improvement of students' mathematical communication skills and self-efficacy through a realistic mathematics learning approach (PMR). This research uses a quantitative research approach with quasi-experimental methods. The samples used in each research were 30 students (experimental class) and 30 students (control class) in elementary schools in several schools around the city of Rantauprapat. The results of this study indicate that (1) an increase in mathematical communication skills of students who are given a realistic approach is higher than students who are given conventional learning, (2) there is an interaction between learning approaches with students' initial ability to improve mathematical communication skills and mathematical self-efficacy, and (3) the process of solving students' mathematical communication using a realistic mathematics learning approach is better than the conventional approach. Based on the results of the study it can be concluded that PMR is better than conventional mathematical approaches in improving students' mathematical communication skills and self-efficacy.

scholarly journals Improving Students' Mathematics Communication Ability Through Geogebra

2021 ◽  
Vol 10 (2) ◽  
pp. 113-126
Author(s):  
Endang Istikomah ◽  
Zetriuslita Zetriuslita ◽  
Nofriandi Nofriandi
Keyword(s):  
Communication Skills ◽  
Research Method ◽  
Mathematics Learning ◽  
Control Group ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Communication Ability ◽  
And Control ◽  
Experimental Group ◽  
Better Than

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.

scholarly journals Analisis Kemampuan Komunikasi Matematis Tertulis dalam Menyelesaikan Masalah Matematika Ditinjau dari Gaya Kognitif Siswa Kelas VIII SMP

2021 ◽  
Vol 1 (3) ◽  
pp. 442-447
Author(s):  
Yolita Malaya ◽  
Nyoman Sridana ◽  
Hapipi Hapipi ◽  
Sudi Prayitno
Keyword(s):  
Cognitive Style ◽  
Communication Skills ◽  
Test Results ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Field Independent ◽  
Eighth Grade Students ◽  
Class Viii ◽  
Communication Ability ◽  
Academic Year

This study aims to analyze the written mathematical communication skills through the lence of cognitive style of the eighth-grade students of SMP Negeri 4 Praya Barat Daya in the academic year 2020/2021. With the subjects of research used is 4 students of class VIII A which is taken were in the form of GEFT test results . This study is a descriptive study. The instrument used is test GEFT and written mathematical communication skills test. The findings of the study showed that (a) Students with field-independent cognitivestyle depictedproper written mathematical communication skill. Students at this level were able to state ideas or mathematical solutions in their own language clearly and precisely, they also were able to state problems in the form of pictures, and were able to write down mathematical ideas and explanations correctly but were still not optimal. (b) Students with a field-dependent cognitive style had good mathematical communication ability. Students at this level were able to state ideas or mathematical solutions in their own language properlyyet are still incomplete, they were still not optimal in addressing problems in the form of images, and lastly, they werealso able to write mathematical ideas and explanations clearly and accurately.

scholarly journals PENERAPAN METODE THINK-TALK-WRITE UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS X PADA TOPIK LOGARITMA DI SEKOLAH MENENGAH ATAS KUPANG [THE APPLICATION OF THE THINK-TALK-WRITE METHOD TO IMPROVE THE MATHEMATICS COMMUNICATION SKILLS OF GRADE 10 STUDENTS ON LOGARITHM TOPICS AT A SENIOR HIGH SCHOOL IN KUPANG]

2020 ◽  
Vol 4 (1) ◽  
pp. 113
Author(s):  
Edsel Yubil Pantow ◽  
Debora Suryani Sitinjak ◽  
Kurnia Putri Sepdikasari Dirgantoro
Keyword(s):  
High School ◽  
Communication Skills ◽  
Communication Skill ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Senior High School ◽  
Mathematical Language ◽  
Mathematical Communication ◽  
Communication Ability ◽  
Bahasa Indonesia

<p>Mathematical communication skills are one of the standard abilities in mathematics learning that students must have. In fact, it was found that the grade 10 students at one of the senior high schools in Kupang were still lacking in communicating both orally and in writing in mathematics learning. They lacked the ability to describe mathematical ideas using written symbols and notations and also lacked the ability to make class presentations using mathematical language. The purpose of this study was to improve students' mathematical communication skills, both written and oral, by applying the Think-Talk-Write method. The method used in this research was classroom action research with the Kemmis and McTaggart model in three cycles. The research instruments used were observation sheets, questionnaires, rubric sheets for oral mathematic communication skills, written mathematical communication skills test sheets, and reflection journals. Based on the results of the analysis, the application of the Think-Talk-Write method can improve mathematical communication ability of grade 10 students at a  senior high school in Kupang. In mathematical communication skills written algebraically or graphically using mathematical terms, the appropriate notation and formula symbols increased by 4.76%. Written communication skill with the arrangement of arguments and generalizations increased by 28.57%. Similarly, the ability to convey mathematical thinking using mathematical language increased by 23.81%. The application of the Think-Talk-Write method can improve students' mathematical communication skills with stages starting from the explanation of the model and learning objectives, the distribution of question worksheets and materials, the think stage, the talk stage, and the write stage.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Kemampuan komunikasi matematis merupakan salah satu standar kemampuan dalam pembelajaran matematika yang harus dimiliki siswa. Pada kenyataannya ditemukan bahwa siswa kelas X pada salah satu sekolah menengah atas Kupang masih kurang dalam berkomunikasi baik secara lisan maupun tulisan dalam pembelajaran matematika. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan komunikasi matematis siswa baik secara tulisan maupun lisan dengan menerapkan metode Think-Talk-Write. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan model Kemmis dan Mc. Taggart dalam tiga siklus. Instrumen penelitian yang digunakan dalam penelitian ini yaitu lembar observasi, lembar angket, lembar rubrik kemampuan komunikasi matematis lisan, lembar tes kemampuan komunikasi matematis tertulis, dan jurnal refleksi. Berdasarkan hasil analisis, kemampuan komunikasi matematis tertulis secara aljabar atau grafik yang menggunakan istilah matematika, simbol notasi dan formula baku yang sesuai mengalami peningkatan sebesar 4,76%. Pada kemampuan komunikasi tertulis dengan susunan argumen dan generalisasi mengalami peningkatan sebesar 28,57%. Begitu juga pada kemampuan menyampaikan pemikiran matematis menggunakan bahasa matematis mengalami peningkatan sebesar 23,81%. Sehingga dapat disimpulkan bahwa penerapan metode Think-Talk-Write dapat meningkatkan kemampuan komunikasi matematis siswa dengan tahapan mulai dari penjelasan model dan tujuan pembelajaran, pembagian lembar kerja soal dan materi, tahap Think, tahap Talk, dan tahap Write.</p>

scholarly journals PENERAPAN METODE THINK-TALK-WRITE UNTUK MENGEMBANGKAN SELF CONFIDENCE SISWA SD

2018 ◽  
Author(s):  
SRI WINGGO WATI
Keyword(s):  
Communication Skills ◽  
Quantitative Data ◽  
Research Method ◽  
Qualitative Data ◽  
Mathematics Learning ◽  
School Students ◽  
Mathematical Communication ◽  
Self Confidence ◽  
Communication Ability ◽  
Math Problems

This research is based on the problems of many elementary students who have difficulty solving math problems especially those related to students' mathematical communication ability. The purpose of this study is to answer the question whether by Think-Talk-Write method (TTW) can develop student self confidence. The research method used is Classroom Action Research, which consists of 3 learning cycles, each cycle consists of 3 actions. Population in this research is grade 6 student of SD in Bandung City. The instruments used include students' mathematical communication skills such as stories, questionnaires, observation guidelines, interviews and documentation. The quantitative data obtained were analyzed using SPSS 19, while the qualitative data used Miles & Huberman technique. The results showed that there is an increase in self-confidence of students with learning Think-Talk-Write method (TTW). The recommendation in this research emphasizes the learning of Think-Talk-Write method (TTW) as one of the alternative learning method that able to give good benefit and stimulation to the ability and confidence of elementary school students in mathematics learning in accordance with the stages of cognitive development of students.

KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI KEGIATAN EKSTRAKURIKULER

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Tri Hartono ◽  
Reni Untarti
Keyword(s):  
Communication Skills ◽  
Extracurricular Activities ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Skill Test ◽  
Mathematical Symbols ◽  
Written Form ◽  
Communication Ability

Each person has a different mathematical communication ability. Mathematical communication ability is a person's ability to convey information about mathematical concepts and ideas both in spoken and written form. This study aimed to describe the mathematical communication skills of students of Grade VIII of SMP Negeri 2 Purwokerto based on extracurricular activities. The type of this research was descriptive qualitative. The subjects used in this study were students of Grade VIII B SMP N 2 Purwokerto in the 2019/2020 academic year. Data were collected using the form of tests, interviews, and documentation. The test used in this study was a written mathematical communication skill test. The research subjects consisted of 2 students with academic extracurricular activities, 2 students with non-academic extracurricular activities, and 2 students with both academic and non-academic extracurricular activities. The results of this study indicated that: 1) students who only took academic extracurricular activities and students who took both academic and non-academic extracurriculars were able to present mathematical ideas in the form of images, mathematical symbols, and provide arguments for problems that were presented appropriately, and 2) students who only joined non-academic extracurricular activities, in general, had not provided arguments for a problem that was presented properly, but they were able to present mathematical ideas into the form of images and mathematical symbols appropriately.Keywords: Mathematical communication skills, extracurricular activities.

scholarly journals Analisis Kemampuan Komunikasi Matematis Siswa Dengan Gaya Belajar Kompetitif

2019 ◽  
Vol 4 (2) ◽  
pp. 17-23
Author(s):  
Heni Purwati ◽  
Dhian Endah Wuri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Communication Skills ◽  
Qualitative Data ◽  
Test Methods ◽  
Competitive Learning ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Communication Ability ◽  
Data Validity

The purpose of this study is to analyze the communication skills of students of SMP Eka Sakti Semarang who have a competitive learning style. The type of research is descriptive qualitative. Data collection techniques using test methods and interviews. The subjects consist of 2 grade VII students who have a competitive learning style. The data validity technique uses source triangulation. The results showed that both subjects showed the same mathematical communication ability indicators: 1) were less able to express mathematical ideas through oral, written, and demonstrated and visualized; 2) able to understand, interpret and evaluate mathematical ideas either orally, or in visual form; and 3) able to use terms - mathematical notations through oral, written, and interpreting and visualizing. These results show that they understand the problems faced but are not accustomed to writing them coherently, this is due to the aggressiveness of students with competitive learning styles more motivate them to complete the job quickly and correctly rather than following the procedure. Keywords: mathematical communication, learning style

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