scholarly journals Efektifitas Pembelajaran Guided Teaching dengan E-Learning untuk Meningkatkan Kemampuan Komunikasi Matematik Mahasiswa

2018 ◽  
Vol 1 (3) ◽  
pp. 315-327
Author(s):  
Adi Candra Kusuma ◽  
Ida Afriliana
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Comparative Test ◽  
Abstract Concepts ◽  
Mathematical Communication ◽  
E Learning ◽  
The Difference ◽  
Teaching Learning ◽  
Collection Methods ◽  
Better Than

To many abstract concepts in mathematics learning make students think mathematics is difficult. The purpose of this research is to obtain the effectiveness of Guided Teaching learning with E-learning to improve students 'mathematical communication skills by 1) students' mathematical communication skills who are given Guided Teaching learning with E-Learning achieve minimal mastery of both individual and classical learning, 2 ) students' mathematical communication skills are given Guided Teaching learning treatment with E-Learning better than expository learning, and 3) an increase in mathematical communication skills of students who are given Guided Teaching learning treatment with E-Learning better than expository learning. The method used in the experiment (quantitative). Data collection methods using observation, interviews, and tests about students' mathematical communication skills. Data analysis uses the completeness test, proportion test, comparative test, and N-Gain test. The results of this study obtain the effectiveness of guided teaching-learning with e-learning as follows (1) individual completeness meets KKM (68), (2) classical completeness by 75% with the proportion of students already getting 68 grades has exceeded 75%; (3) students 'mathematical communication skills of Guided Teaching learning with e-learning by 80.75 higher than expository learning by 69.50 (4) an increase in students' mathematical communication skills of 0.407 medium categories and the difference in the increase in mathematical communication skills of students who were given treatment guided teaching-learning with e-learning is greater than Expository learning.

GEOGEBRA APPLICATION AS THE DEVELOPMENT OF LINEAR PROGRAM TEACHING MATERIALS IN SMA KABUPATEN BURU

2021 ◽  
Author(s):  
HARZIKO
Keyword(s):  
Communication Skills ◽  
Research Method ◽  
Positive Response ◽  
Mathematics Learning ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Test Instrument ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Better Than

ABSTRACTThis research is motivated by the fact that the ability of mathematical communication in Indonesia is low. The models and approaches used in the learning process are one of the supporting factors for learning mathematics in the classroom. This study aimed to analyze SMA 1 Namlea students' mathematical communication skills with realistic mathematics learning assisted by GeoGebra. The research method used is quasi-experimental. WHO researched SMA Negeri 1 Namlea, Buru Regency. The analysis results show that the test instrument is valid and reliable to be used for pretest and posttest. The results showed that the mathematical communication of students who received realistic mathematics learning assisted by GeoGebra was better than students who received realistic mathematics learning without GeoGebra. The results also showed that there was a positive response from students towards learning realistic mathematics with GeoGebra.KEYWORDS: Realistic Mathematics, GeoGebra & Mathematical Communication

scholarly journals PENDEKATAN METAKOGNISI SEBAGAI ALTERNATIF PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Euis Anih
Keyword(s):  
Communication Skills ◽  
Positive Attitude ◽  
Mathematics Learning ◽  
Metacognitive Awareness ◽  
Mathematical Communication ◽  
Student Responses ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Learning Data ◽  
Better Than

Learning that challenges students to communicate their ideas will make students try to solve the problems they experience in learning mathematics, but the ability of students to communicate and solve problems is very dependent on their awareness of what they know and how to do this. This is related to their metacognitive awareness. Metacognition is the awareness of our thinking so that we can perform specific tasks, and then use this awareness to control what we do. This research was carried out with the aim of: 1) knowing the achievement of students' mathematical communication skills after using the metacognitive approach compared to those using conventional learning, 2) knowing the increase in mathematical communication skills of students who received learning with a metacognition approach and those who received conventional learning, 3) knowing the response students towards learning by using metacognitive learning. Data were collected from students' mathematical communication skills tests in the form of essay questions and student questionnaires. Questionnaires were given to all experimental class students with the aim of knowing students' responses to mathematics learning using metacognition learning. This research is a quasi-experimental study with an experimental class design, namely Pretest-Treatment-Postest, while the control class is Pretest-Postest. From the results of data analysis with a significant level of = 0.05, it shows that the achievement of mathematical communication skills of students who get learning with a metacognitive approach is better than conventional learning. The improvement of mathematical communication skills of students who received mathematics learning with a metacognitive approach was better than the mathematical communication skills of students who received conventional learning. The improvement in mathematical communication skills of students who received mathematics learning with cooperative learning of the TGT type was in the medium category, while students who received conventional learning had an increase in the low category. Based on the results of the analysis of student responses to metacognition learning, it shows that students have a positive attitude towards learning mathematics with a metacognitive approach.

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 AN IMPLEMENTATION OF E-LEARNING BASED MOODLE TO DEVELOP MATHEMATICAL COMMUNICATION SKILL AND SELF-EFFICACY

2021 ◽  
Vol 6 (2) ◽  
pp. 207-218
Author(s):  
Linda Astriani ◽  
Dewi Setiyaningsih ◽  
Misriandi Misriandi ◽  
Anggi Yuliani
Keyword(s):  
Data Collection ◽  
Communication Skills ◽  
Mixed Method ◽  
Strong Correlation ◽  
Self Efficacy ◽  
Communication Skill ◽  
Mixed Method Research ◽  
Mathematical Communication ◽  
E Learning ◽  
Better Than

Mathematical communication skills are important, and education should facilitate students to improve their mathematical communication skills. The purpose of this study was to develop e-learning based on Moodle to improve students' mathematical communication and self-efficacy and student self-efficacy and describe how to students’ mathematic communication and student self-efficacy. This study used mixed-method research. The population in this study were Year 5 students at a private primary school. Data collection techniques used in this study are observation and tests. The implementation with Moodle was effective to the students’ mathematic communication and self-efficacy student. Overall, the students’ mathematical communication skills and self-efficacy of students using E-learning based Moodle is better than those using conventional learning. Also, self-efficacy positively affects students' communication skills with a very strong correlation coefficient, meaning that the higher students' self-efficacy, the higher students' communication skills.

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.

GEOGEBRA APPLICATION AS THE DEVELOPMENT OF LINEAR PROGRAM TEACHING MATERIALS IN SMA KABUPATEN BURU

2021 ◽  
Author(s):  
HARZIKO
Keyword(s):  
Communication Skills ◽  
Research Method ◽  
Positive Response ◽  
Mathematics Learning ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Test Instrument ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Better Than

This research is motivated by the fact that the ability of mathematical communication in Indonesia is low. The models and approaches used in the learning process are one of the supporting factors for learning mathematics in the classroom. The purpose of this study was to analyze the mathematical communication skills of SMA 1 Namlea students with realistic mathematics learning assisted by GeoGebra. The research method used is quasi-experimental. The research was conducted at SMA Negeri 1 Namlea, Buru Regency. The results of the analysis show that the test instrument is valid and reliable so that it can be used for pretest and posttest. The results showed that the mathematical communication of students who received realistic mathematics learning assisted by GeoGebra was better than students who received realistic mathematics learning without GeoGebra. The results also showed that there was a positive response from students towards learning realistic mathematics with GeoGebra.

scholarly journals MENINGKATKAN KEMAMPUAN KOMUNIKASI DAN KONEKSI MATEMATIK SERTA MINAT BELAJAR SISWA MADRASAH ALIYAH MELALUI PENERAPAN PENDEKATAN PEMBELAJARAN KONTEKSTUAL

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Usuludin Adnan
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
The Other ◽  
Contextual Approach ◽  
Mathematical Communication ◽  
Mathematical Connections ◽  
Learning Mathematics ◽  
The City ◽  
Mathematical Connection ◽  
Better Than

This paper will present the results of experiments in a class by conducting initial and final tests as well as in the control class by conducting mathematics learning in Madrasah Aliyah through contextual approaches, as an effort to improve communication and mathematical connections and student learning interests. Respondents in this study were 72 students from class X Natural Sciences in the city of Bandung. The instruments used include tests of mathematical communication skills, tests of mathematical connection abilities and questionnaires. Interest in learning mathematics. It was found from the researcher that in the mathematics learning class using a contextual approach, communication skills and mathematical connections were better than ordinary classes, even though both of these abilities were classified as low. While interest in learning mathematics in the experimental class is better than in the control class with moderate differences. As for the other things, it turns out that there is no association between communication abilities and mathematical connections Keywords: Mathematic Communication, Mathematic connection, contextual approach

scholarly journals Improving Communication Ability And Mathematical Self Efficacy Of Elementary School Students Through The Realistic Mathematics Learning Approach

2019 ◽  
Author(s):  
Ronal Watrianthos
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Experimental Studies ◽  
Learning Approaches ◽  
Research Activity ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Realistic Approach ◽  
Better Than

The research activity was focused on improving communication skills and mathematical self-efficacy of students who obtained realisticmathematics learning approaches in elementary schools. The purpose of the study was to determine the improvement of communication skills andmathematical self efficacy of students who obtained realistic mathematics learning approaches better than students' mathematical communication skillswho obtained a conventional approach. Improvement of communication skills and mathematical self efficacy of students who get a realistic mathematicslearning approach will be conducted through a study of action studies on the subject of research namely elementary students in several schools aroundRantauprapat City. Therefore the research that would be used was following a series of quasi-experimental studies. The results of the calculation of thetwo-way ANOVA calculation of the post-test minimum self-efficacy scores of students in the class given a realistic approach were 58.0 better thanstudents in the class given conventional learning 43.0, as well as the maximum self-efficacy scores of students in the class given a realistic approach 69,0 is better than students who were given conventional learning 58.0, thus with a posttest self-efficacy score for the class given a realistic approach62.633 higher than the posttest average of students for the class given conventional learning 49.667 and a significant level of 0.000. In order thatsignificant 0,000 <0,05 means H0 is rejected so it could be concluded that the increase in mathematical communication skills of students with realisticapproaches is higher than students given conventional learning

scholarly journals Use of Open-Ended Student Worksheet to Improve Mathematics Communication Skills in Algebra

2021 ◽  
Vol 9 (5) ◽  
pp. 402-416
Author(s):  
Heru Kurniawan ◽  
Prasetyo Budi Darmono
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Learning Activity ◽  
Control Group ◽  
Mathematical Communication ◽  
Analysis Technique ◽  
Essay Tests ◽  
Static Group ◽  
Experimental Group ◽  
Better Than

Communication is the foundation of every learning activity. Mathematical communication is a skill to represent ideas in mathematical language so that it is understood by others who are used in problem-solving activities. This study aims to improve mathematical communication skills by using open-ended student worksheets in algebra. The research sample involved 6 junior high schools in Purworejo Regency, Indonesia which is divided into 2 groups, the experimental group consists of 91 students and the control group consists of 96 students. The study design used a randomized static group comparison design. The research instrument used 5 item essay tests that contained non-routine problems. The data analysis technique used an independent sample T-test. The results showed that the communication skills of students who were subjected to learning using open-ended student worksheets were better than the communication skills of students who were subjected to learning using student worksheets that are commonly used by teachers. These results provide an important impact that teachers should always integrate the presentation of non-routine problems in the form of worksheets as an integral part of mathematics learning.

scholarly journals UPAYA PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP MELALUI MODEL INVESTIGASI KELOMPOK

2020 ◽  
Vol 3 (2) ◽  
pp. 64
Author(s):  
Nova Fahradina ◽  
Risy Mawardati
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Control Group ◽  
Sampling Techniques ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Better Than ◽  
Test Control

One of the objectives of mathematics learning is to learn to communicate, because through communication students can communicate ideas, reasoning, and be able to compile mathematical evidence using complete sentences, symbols, tables, diagrams, or other media. One learning model that can be applied to improve students' mathematical communication skills is a group investigation model. This study aims to determine the improvement of students' mathematical communication skills between students who obtain group investigative learning and students who obtain conventional learning are reviewed as a whole and based on the level of students. This study uses experimental research. The design of this study was a pre-test post-test control group design. The population in this study were all seventh grade students of SMP Negeri 9 Banda Aceh. Samples are taken through random sampling techniques. To obtain research data, the instrument is used in the form of tests of students' mathematical communication skills. The results of the study showed that the mathematical communication skills of students who received group investigation learning were better than students who obtained conventional learning both overall and based on the level of students.

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