scholarly journals HUBUNGAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN RESILIENSI MATEMATIS SISWA SEKOLAH MENENGAH ATAS

2021 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Vika Rosa ◽  
Halini Halini ◽  
Hamdani Hamdani
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Mathematical Expression ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Pearson Product Moment Correlation ◽  
Mathematical Symbols ◽  
Daily Events ◽  
The Relationship ◽  
Mathematical Resilience

This research aimed to describe mathematical communication skills, mathematical resilience, and the relationship between mathematical communication skills and mathematical resilience. This research used a quantitative approach with a correlation research design. The population in this study were students of grade XI SMA Negeri 2 Teluk Keramat and the sample was students of grade XI MIPA 2.The results showed that the mathematical communication skills students tend to have is the ability to express mathematical concepts by stating daily events in language or mathematical symbols (mathematical expression ability) which were able to be achieved by the students as much as 62%. Whereas for mathematical resilience that students tend to have is to have curiosity, reflect, research, and make use of various sources in mathematics learning, which contributed 38.7% and were able to be achieved by 16 students (76%). Furthermore, based on the results of the Pearson Product Moment correlation test, a significance value of 0.021 and a correlation value of 0.500 was obtained. So it can be concluded that there is a significant relationship between mathematical communication skills, mathematical resilience, and the strength of the correlation between the two variables is classified as moderate. Keywords: Correlation, Mathematical Communication Skills, Mathematical Resilience

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.

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 The Analysis of Mathematical Communication's Ability in Derivative Materials Observed from Introvert and Extrovert Personality Types

2020 ◽  
Vol 2 (2) ◽  
pp. 66-82
Author(s):  
Salisa Rojiatur Rohmah ◽  
Hanif Uli Rona
Keyword(s):  
Communication Skills ◽  
Natural Science ◽  
Personality Type ◽  
Descriptive Study ◽  
Personality Types ◽  
Mathematical Communication ◽  
Mathematical Symbols ◽  
Daily Events ◽  
Qualitative Descriptive ◽  
Mathematical Relations

The purpose of this study is to determine mathematical communication skills that assessed from introvert and extrovert personality types, to determine the strengths and weaknesses of each personality type. This research is a qualitative descriptive study. The class subjects are students of SMA Kartika III-1 Banyubiru, grade XI MIPA 2 (Mathematics and Natural Science). The subjects of the research are 2 introvert and 2 extrovert personality types' students. The procedures of collecting data are written tests, interviews, questionnaires and documentation. The results of this study show that mathematical communication skills in terms of introvert personality type are able to meet 1 indicator. That is the ability to explain ideas, situations and mathematical relations in writing. In contrast, the extrovert personality type meets 2 indicators of mathematical communication skills. There is the ability to express daily events in language or mathematical symbols and the ability to read mathematical symbols. The strengths of introvert personality type are able to explain ideas verbally and in writing. Then the weaknesses are difficult to understand the problem of mathematical images and symbols. In contrast to the introvert, extrovert personality's strengths are able to understand mathematical symbols, and then its weaknesses are hard to understand mathematics questions.

scholarly journals Learner’s Mathematical Conceptual Understanding and Its Relation to The Mathematical Communication Skills

2020 ◽  
Vol 6 (1) ◽  
pp. 1-12
Author(s):  
Joko Krismanto Harianja ◽  
Sarah Lorin Hernadi ◽  
Isabela Indah
Keyword(s):  
Communication Skills ◽  
Conceptual Understanding ◽  
Pearson Correlation ◽  
Positive Influence ◽  
Statistical Testing ◽  
Validity And Reliability ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Coach Learning ◽  
The Relationship

ABSTRACTThis research was basically conducted to improve students’ understanding of mathematical concepts and mathematical communication skills both verbally and non-verbally using the Rally Coach learning method. In addition, the main purpose of this study is to examine and analyze the relationship between students’ understanding mathematical concepts and mathematical communication. Therefore, the authors first design instruments to measure students’ understanding of mathematical concepts and mathematical communication skills that have been adapted to indicators. This study is based on correlational research method. The instrument was tested to see its validity and reliability using the Cronbach Alpha formula. The results show that the application of the Rally Coach learning model has a positive influence in improving students’ understanding of mathematical concepts and mathematical communication. The results of the analysis by statistical testing with Pearson correlation show that there is a relationship between understanding mathematical conception and mathematical communication skills, but the relationship is not so strong. This can be seen from observations made by authors, some students are able to understand mathematical problems, but are not fully able to communicate verbally.Keywords: mathematical communication; mathematical conceptual understanding; Pearson correlation; rally coach; validity and reliability test.

The IMPROVMENT OF STUDENTS 'MATHEMATIC COMUNICATION ABILITY THROUGH GERLACH AND ELY LEARNING MODELS IN SMP IT BAITUL QURAN LANGSA

2020 ◽  
Vol 3 (01) ◽  
Author(s):  
Priyanda R
Keyword(s):  
Learning Outcomes ◽  
Communication Skills ◽  
Mathematics Learning ◽  
Problem Formulation ◽  
Mathematical Communication ◽  
Bivariate Correlation ◽  
Class Viii ◽  
And Control ◽  
The Relationship ◽  
Better Than

The purpose of this study is to examine:  Improvement of mathematical communication skills of students who obtain Gerlach and Ely learning is better than mathematical communication skills of students who obtain conventional learning, The relationship between students' initial mathematical abilities with Gerlach and Ely learning towards communication skills mathematical, but the relationship between students' mathematical communication skills with student mathematics learning outcomes. This research is a semi-experimental research. The population of this study were all IT students Baitul Quran Langsa, amounting to 22 students where 15 students were in class VII and 7 students were in class VIII. Then the two classes are given different treatment of the learning model. The experimental class was treated with Gerlach and Ely learning and control classes with conventional learning. The instrument used consisted of: a test of mathematical communication skills. The instrument was stated to have fulfilled the content validity requirements, and the reliability coefficient was 0.87. Data analysis was performed with the t-test statistical test, bivariate correlation test and 2-way anova test. Based on the analysis results obtained by the results of the study are:  an increase in mathematical communication skills of students who get Gerlach and Ely learning better than students who obtain conventional learning,  there is no interaction between learning with students 'initial ability to increase students' mathematical communication skills, there is a positive relationship between students' mathematical communication skills and student mathematics learning outcomes. Descriptively the answers to the problem formulation were also examined, namely: the process of solving students' answers whose learning with Gerlach and Ely learning was neater and more complete based on indicators of mathematical communication skills compared to students who used conventional learning. Based on the results of the study, the researchers suggest: Gerlach and Elypada learning of mathematics to improve students' mathematical communication skills can be used as an alternative to applying varied and innovative mathematics 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 Perbedaan Peningkatan Kemampuan Komunikasi Matematis dan Self-Confidence antara Siswa yang Mendapatkan DL dan PBL

2020 ◽  
Vol 9 (3) ◽  
pp. 463-474
Author(s):  
Ranti Santika Dewi ◽  
Rostina Sundayana ◽  
Reni Nuraeni
Keyword(s):  
Communication Skills ◽  
Communication Skill ◽  
Model Problem ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
Model Learning ◽  
Mathematical Communication ◽  
Learning Differences ◽  
Self Confidence

AbstrakRendahnya kemampuan komunikasi matematis dan Self Confidence siswa berpengaruh terhadap prestasi dalam pembelajaran matematika. Perlu upaya untuk meningkatkan kemampuan komunikasi dan Self Confidence siswa salah satunya dengan menggunakan model Discovery Learning dan Problem Based Learning. Tujuan penelitian untuk menganalisis perbedaan peningkatan kemampuan komunikasi matematis dan Self Confidence antara siswa yang mendapatkan model Discovery Learning dan Problem Based Learning. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas X SMA Negeri 2 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu X MIPA 1 sebagai kelas eksperimen 1 sebanyak 35 siswa yang mendapat model Discovery Learning dan X MIPA 2 sebagai kelas eksperimen 2 sebanyak 33 siswa yang mendapat model Problem Based Learning. Instrumen penelitian yang digunakan berupa tes uraian dan angket skala Bandura. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan peningkatan kemampuan komunikasi matematis antara siswa yang mendapatkan model Discovery Learning dan Problem Based Learning serta terdapat perbedaan peningkatan Self Confidence antara siswa yang mendapatkan model Discovery Learning dan Problem Based Learning. Differences in The Improvement of Mathematical Communication Skill and Self Confidence between Students Who Get the Discovery Learning and Problem Based LearningAbstractThe low mathematical communication skills and Self Confidence of the students affect achievement in mathematics learning. It is worth the effort to improve communication skills and Self Confidence of the students one by using the model of Discovery Learning and Problem Based Learning. Research purposes to analyze the differences in the increase in mathematical communication skills and Self Confidence among the students who get the model of Discovery Learning and Problem Based Learning. The research method used is a quasi-experiment with the entire population of students of class X SMA Negeri 2 Garut. The sample in this study were two classes, namely X MIPA 1 as a class experiment 1 as many as 35 students who received Discovery model Learning and X MIPA 2 as a class experiment 2 a total of 33 students who received the model of Problem Based Learning. The research instrument used in the form of test descriptions and questionnaire scale Bandura. Based on the results of the analysis of statistically obtained the conclusion that there are differences in mathematical communication skills among the students who get the model of Discovery Learning and Problem Based Learning as well as there are differences in the increase in Self Confidence among the students who get the model of Discovery Learning and Problem Based Learning.

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 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 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.

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