scholarly journals The Effect of Realistic Mathematical Approaches and Learning Independence on Students' Mathematical Communication Ability SD Negeri Cot Meuraja

2021 ◽  
Vol 4 (1) ◽  
pp. 555-569
Author(s):  
Herlin Fitria ◽  
Edy Surya ◽  
Naeklan Simbolon
Keyword(s):  
Communication Skills ◽  
Independent Learning ◽  
Mathematical Approach ◽  
High Learning ◽  
Mathematical Communication ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Type Data ◽  
Research Type

This study aims to determine: (1) To determine the differences in mathematical communication of students who are taught using a realistic mathematical approach compared to conventional approaches; (2) To determine the differences in mathematical communication skills of students who have high learning independence compared to students who have low learning independence; and (3) To determine the interaction between realistic mathematical approaches and independent learning on students' mathematical communication skills. This research was conducted at SD Negeri Cot Meuraja. The research method used is quantitative with a quasi-experimental research type. Data collection techniques used questionnaires and tests. The data analysis technique in this study used the Two Way Anova test. The results showed that: (1) The mathematical communication skills of students who are taught with a realistic mathematical approach are higher than conventional approaches (Fcount = 23.476 and sig. 0.000> 0.05); (2) The mathematical communication skills of students who have high learning independence are higher than students who have low learning independence (Fcount = 7.673 and sig. 0.008> 0.05).

scholarly journals The Implementation of Advance Organizer Model on Mathematical Communication Skills in terms of Learning Motivation

2018 ◽  
Vol 3 (1) ◽  
pp. 41 ◽  
Author(s):  
Fredi Ganda Putra ◽  
Santi Widyawati ◽  
Ardian Asyhari ◽  
Rizki Wahyu Yunian Putra
Keyword(s):  
Communication Skills ◽  
Communication Skill ◽  
Learning Model ◽  
Learning Motivation ◽  
Advance Organizer ◽  
Learning Models ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Advanced Organizer

Students’ low mathematical communication skill is influenced by several factors such as learning models applied by teachers in the classroom and the students’ learning motivation. Advanced organizer Model is appropriate to improve the students’ low ability. This study aims to determine whether: (1) there is an influence of advance organizer model toward the mathematical communication skill; (2) there is an influence of learning motivation toward the students’ mathematical communication skill, and; (3) there is an interaction between learning model and motivation toward mathematical communication skill. This research employs quasi-experimental design and the statistical analysis used is the two-ways variance with unequal cells. The result of this research shows that: (1) there is an influence of advance organizer model toward mathematical communication skill; (2) there is an influence of learning motivation toward students’ mathematical communication skill, and ; (3) there is no interaction between learning model and motivation toward mathematical communication ability.

scholarly journals Pengembangan Kemampuan Komunikasi Matematik melalui Pembelajaran Take and Give

2019 ◽  
Vol 8 (2) ◽  
pp. 239-248
Author(s):  
Irena Puji Luritawaty
Keyword(s):  
College Students ◽  
Private Education ◽  
Communication Skills ◽  
Mathematical Communication ◽  
Test Instrument ◽  
Strategic Role ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Broad Outline ◽  
Better Than

AbstrakLatar belakang penelitian ini yaitu fakta bahwa kemampuan komunikasi matematik terbukti berperan strategis dalam berbagai kegiatan pembelajaran, termasuk matematika. Tetapi, pencapaiannya belum optimal. Penelitian ini diantaranya bertujuan menemukan sulusi untuk pengembangan kemampuan komunikasi dalam matematika melalui pembelajaran berbasis Take and Give di kalangan mahasiswa agar mempunyai kompetensi untuk berkomunikasi matematika dengan baik sebagai persiapan untuk menjadi guru. Metode kuasi eksperimen digunakan dalam penelitian ini. Adapun populasi yang dipilih yaitu mahasiswa prodi pendidikan matematika pada institut pendidikan swasta di Garut, dengan mahasiswa tingkat IIA dan IIB sebagai sampel dengan jumlah 50 mahasiswa. Penelitian menggunakan instrumen berbentuk tes uraian untuk pretest dan posttest. Dari hasil penelitian secara garis besar diketahui bahwa mahasiswa dengan pembelajaran Take and Give mempunyai kemampuan komunikasi matematik yang lebih baik daripada pembandingnya yaitu mahasiswa dengan pembelajaran ceramah biasa. Pembelejaran Take and give terbukti signifikan dalam mengembangkan kemampuan komunikasi matematik. Development of Mathematical Communication Ability through Take and Give LearningAbstractBackground of this study is the fact that mathematical communication ability is proven to be a strategic role in various learning activities, including mathematics. But, the achievement is not optimal. This research included the aim of finding solutions to the development of communication skills in mathematics through Take and Give learning among college students in order to have the competence to communicate mathematics well in preparation for becoming a teacher. This research used The quasi-experimental method. The population chosen is college students of the mathematics department at private education institutes in Garut, with students of level IIA and IIB as a sample with 52 students. The study used a descriptive test instrument for pretest and posttest. Based on the results of this research in broad outline, it is known that students with Take and Give learning have mathematical communication skills that are better than the comparison, namely students with regular lecture learning. Take and give learning proved to be significant in developing mathematical communication skills.

scholarly journals APPLICATION OF COOPERATIVE LEARNING MODEL TYPE THINK PAIR SHARE (TPS) ON MATHEMATICAL COMMUNICATION ABILITY

2019 ◽  
Vol 7 (1) ◽  
pp. 59 ◽  
Author(s):  
Andi Mulawakkan Firdaus
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Mathematical Problems ◽  
Communication Ability

This research is a quasi-experimental study which aims to describe the effect of cooperative learning type Think Pair Share (TPS) on students' mathematical communication skills, and to find out the percentage of students' activeness in participating in learning and knowing students' positive responses to learning. The output that will be generated in this study is that students can be more active in the learning process, more active in solving mathematical problems, and can be more confident in expressing their answers in public so that after applying cooperative learning models the Think Pair Share (TPS) mathematical communication skills of students will be better. The research subjects were divided into 2 groups, namely the experimental group taught using the cooperative learning model Think Pair Share (TPS) type, and the control group taught using Conventional learning models. Each group is taught with the same frequency of meetings with the same material. The results of the study show that the application of the cooperative learning model Think Pair Share (TPS) influences students' mathematical communication skills

scholarly journals HUBUNGAN ANTARA KEAKTIFAN BELAJAR SISWA TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMK

2018 ◽  
Vol 9 (1) ◽  
pp. 151-158
Author(s):  
Intan Firdawati ◽  
Wahyu Hidayat
Keyword(s):  
Data Analysis ◽  
Communication Skills ◽  
Quantitative Research ◽  
Learning Activities ◽  
Learning Activity ◽  
Mathematical Communication ◽  
Analysis Technique ◽  
Correlational Data ◽  
Communication Ability ◽  
The Relationship

The main purpose of this study is to see the relationship between the learning activities on the communication skills of vocational students. Quantitative research and correlational data analysis takes the population of all students of SMK Negeri 1 Cipanas - Cianjur. The samples used were non-random samples, ie 21 students of class XI TKJ 2 in SMK Negeri 1 Cipanas - Cianjur. The tool used for data collection is a matter of mathematical communication ability and questionnaire of student learning activeness. Data analysis technique used is correlation test with data criteria are normal and linear distributed. Based on the results of research, it can be concluded that the relationship between students 'learning activities to students' mathematical communication skills. The influence of the contribution given by students' learning activity toward mathematical communication is 70,02%.   Abstrak Tujuan utama dari penelitian ini adalah untuk melihat hubungan antara keaktifan belajar terhadap kemampuan komunikasi siswa SMK. Penelitian kuantitatif dan analisis data korelasional ini mengambil populasi seluruh siswa SMK Negeri 1 Cipanas - Cianjur. Adapun sampel yang digunakan adalah sampel tak acak, yaitu 21 orang siswa kelas XI TKJ 2 di SMK Negeri 1 Cipanas - Cianjur. Alat yang digunakan untuk pengumpulan data berupa soal kemampuan komunikasi matematis dan angket keaktifan belajar siswa. Teknik analisis data yang digunakan adalah uji korelasi dengan kriteria data tersebut berdistribusi normal dan linier. Berdasarkan hasil penelitian, dapat disimpulkan bahwa adanya hubungan antara keaktifan belajar siswa terhadap kemampuan komunikasi matematis siswa. Besar pengaruh kontribusi yang diberikan keaktifan belajar siswa terhadap komunikasi matematis sebesar 70,02%. Kata Kunci :  Keaktifan Belajar, Kemampuan Komunikasi Matematis

scholarly journals Mengembangkan Kemampuan Komunikasi Matematik Siswa melalui Strategi Think Talk Write

2018 ◽  
Vol 5 (2) ◽  
pp. 101-112
Author(s):  
Reni Nuraeni ◽  
Irena Puji Luritawaty
Keyword(s):  
Learning Strategies ◽  
Communication Skills ◽  
Sampling Technique ◽  
Conventional Instruction ◽  
Mathematical Communication ◽  
Purposive Sampling ◽  
Grade Levels ◽  
Ability Tests ◽  
Quasi Experimental ◽  
Communication Ability

ABSTRAKPenelitian ini didasarkan pada permasalahan rendahnya kemampuan komunikasi matematik siswa. Sebagai alternatif dari permasalahan tersebut, dilakukan penelitian dengan penerapan strategi think talk write dalam pembelajaran. Penelitian ini mengkaji pencapaian kemampuan komunikasi matematik siswa yang memperoleh strategi pembelajaran think talk write dengan pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen dengan menggunakan teknik purposive sampling. Populasi dalam penelitian ini adalah seluruh siswa salah satu MTs swasta di Kabupaten Garut. Untuk sampel penelitiannya diambil dua kelas tingkat VII, satu kelas sebagai kelas kontrol dan satu kelas lainnya sebagai kelas eksperimen. Instrumen yang digunakan dalam penelitian berupa tes kemampuan komunikasi matematik. Analisis data dilakukan dengan uji statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa pencapaian kemampuan komunikasi matematik siswa yang memperoleh strategi pembelajaran think talk write lebih baik daripada siswa yang memperoleh pembelajaran konvensional.ABSTRACTThis research is based on the issues of mathematical communication skills students lack. As an alternative to that problem, conducted research with the implementation of the strategy think talk write in the study. This research examines the achievements of mathematical communication skills students acquire learning strategies think talk write with conventional learning. This research was quasi experimental study by using purposive sampling technique. The population in this study are all the students one of MTs in Garut. The research sample is taken for two grade levels VII, one class as the control class and one other class as a experiment class. The instruments used in the study of mathematical communication ability tests. The data analysis done with test descriptive statistics and inferensial. The results showed that the achievement of mathematical communication skills students acquire learning strategies think talk write better than students who get conventional instruction.

scholarly journals HUBUNGAN SELF-COFIDENCE DENGAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMP

2018 ◽  
Vol 1 (4) ◽  
pp. 479
Author(s):  
Siti Muniroh ◽  
Tina Rosyana ◽  
Heris Hendriana
Keyword(s):  
Communication Skills ◽  
Random Sampling ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Mathematical Communication ◽  
Self Confidence ◽  
Analysis Technique ◽  
Communication Ability ◽  
The Relationship ◽  
Academic Year

This study examines the relationship between self-confidence with students' mathematical communication skills. This research uses expost pacto method with correlation analysis technique. The population in this study is all students of class IX in one of the SMP Negri in Cimahi city (IX.A - IX.N) with the number of 504 students / The academic year 2017/2018. As for the sample in this study is the students of SMP class IX N with the number of 36 students / i. In this study using cluster random sampling technique that is random sampling. In the data collection is by using the questionnaire instrument (self-confidence questionnaire) and test of mathematical communication skills. Further data is analyzed quantitatively by using Pearson correlation formula in SPSS application. The results showed that there was a positive relationship between self-confidence with students' mathematical communication ability, with correlation coefficient value of 0.865 and Sig. (2-tailed) 0.000.

scholarly journals PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOPERATIF

2017 ◽  
Vol 3 (1) ◽  
pp. 14-21
Author(s):  
Fitriani Fitriani ◽  
Wiwik Novitasari
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Teaching Strategy ◽  
Learning Model ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Before And After ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Improving Student Achievement

Communication skills focus on the importance of speaking, writing, describing and explaining mathematical concepts. In achieving that success is by using cooperative learning model. This model is an effective teaching strategy in improving student achievement and socialization while contributed to their changing of attitudes and perceptions of the importance of learning and cooperation, including for their understanding of their peers from different ethnic backgrounds. This research was conducted at SD IT Faza Azkia Kelurahan Hutaraja, South Tapanuli Regency, North Sumatera Province. This research uses quasi experimental research method. This study aims to describe how to improve students 'mathematical communication skills before and after using cooperative learning model, and also to know the effectiveness of using cooperative learning model in improving students' mathematical communication ability. Based on the results of the study concluded there is an increase in the mathematical communication skills of students before and after using cooperative learning model. And the cooperative learning model is effective for teaching count number operations. This is shown by: the effectiveness of student learning activities, the ability of teachers in managing learning is effective, students 'responses to learning is positive and mastery of students' mathematical communication skills reach 100%.

scholarly journals The Effect of Jigsaw Cooperative Learning Methods on Mathematical Communication Ability Viewed Based on Student Personality

2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Islah Ziauddin Sardar Yeubun ◽  
Anton Noornia ◽  
Lukita Ambarwati
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Personality Tests ◽  
Mathematical Communication ◽  
Learning Methods ◽  
Final Design ◽  
Quasi Experimental ◽  
Jigsaw Method ◽  
Communication Ability ◽  
Academic Year

<p><em>This study uses a quasi-experimental method with the final design control test of mathematical communication skills in terms of student personality through personality tests. The sample of this study was students of class XI-IPS in MAN 6 Kampung Dukuh and MAN 6 Cibubur East Jakarta in the odd semester 2018/2019 Academic Year as many as 88 people. The instrument used in this study is a description question and personality questionnaire. The results showed that 1) The ability of mathematical communication students who got the cooperative jigsaw method was higher than the students who received conventional learning, 2) There were interactions between learning methods and personalities on mathematical communication skills, 3) Mathematical communication skills of students with extroverted personalities given jigsaw cooperative method treatment is higher than those given conventional learning treatment, 4) Mathematical communication skills of students with introverted personalities treated with cooperative jigsaw methods are lower than those given conventional learning treatments. Thus, jigsaw cooperative learning is better applied to students with an extracurricular personality.</em><em></em></p>

scholarly journals PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TPS DENGAN TIPE NHT SMP NEGERI 2 HINAI

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Ariati Dara Anindita ◽  
Humuntal . Banjarnahor
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Mathematical Communication ◽  
Model Type ◽  
Class 1 ◽  
Post Test ◽  
Quasi Experimental ◽  
Class Viii ◽  
Communication Ability

ABSTRAKPenelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe TPS dengan kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe NHT, dan untuk mengetahui apakah kemampuan komunikasi matematis siswa dengan  pembelajaran kooperatif tipe TPS lebih tinggi daripada tipe NHT SMP Negeri 2 Hinai. Penelitian ini merupakan penelitian quasi experimental dengan populasi seluruh siswa SMP Negeri 2 Hinai kelas VIII, sebagai sampel diambil dua kelas secara acak yaitu siswa kelas VIII-A yang berjumlah 34 siswa sebagai kelas eksperimen 1 dan siswa kelas VIII-D yang berjumlah 34 siswa sebagai kelas eksperimen 2. Kelas eksperimen 1 diberikan pembelajaran matematika dengan model pembelajaran kooperatif tipe TPS dan kelas eksperimen 2 dengan model pembelajaran kooperatif tipe NHT. Penelitian ini menggunakan satu jenis instrument yaitu  post-test only yang telah divalidasi dalam bentuk uraian. Hasil penelitian menunjukkan bahwa rata-rata nilai kemampuan komunikasi matematis  (post-test) siswa di kelas eksperimen 1 sebesar 67,01 dan nilai rata-rata tes kemampuan komunikasi matematis (post-test) siswa di kelas eksperimen 2 sebesar 60,54. Untuk uji hipotesis digunakan uji t pihak kanan , dari hasil perhitungan diperoleh  thitung = 1,913 dan ttabel = 1,669, sehingga thitung > ttabel yaitu 1,913 > 1,669 maka yang berarti bahwa H0 ditolak dan Ha diterima. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe TPS lebih tinggi daripada kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe NHT SMP Negeri 2 Hinai.Kata Kunci: eksperimen semu, Think Pair Share , Numbered Head Together  ABSTRACTThis research to determine students 'mathematical communication ability using cooperative learning model of TPS type with students' mathematical communication ability using NHT type cooperative learning model, and to know whether the mathematical communication ability of students with cooperative learning type of TPS is higher than NHT type SMP Negeri 2 Hinai. This research is a quasi experimental research with population of all students of SMPN 2 Hinai Class VIII, as sample taken by two classes randomly that is student of class VIII-A which amounted to 34 students as experiment class 1 and student of class VIII-D Amounted to 34 students as experiment class 2. Experiment class 1 was given mathematics learning with cooperative type model of TPS type and experiment class 2 with cooperative learning model type NHT. This study uses one type of instrument that is post-test only that has been validated in the form of a description. The results showed that the average score of mathematical communication ability (post-test) of students in experiment class 1 was 67.01 and the mean score of students' mathematical communication ability (post-test) in experimental class 2 was 60,54. To test the hypothesis used t right side test, from the calculation result obtained tcount = 1.913 and ttable = 1.669, so tcount> ttable is 1.913> 1.669 then that means that H0 rejected and Ha accepted. Based on the results of this study can be concluded that the mathematical communication skills of students using cooperative learning model of TPS type higher than students' mathematical communication skills using cooperative learning model type NHT SMP Negeri 2 Hinai.Keywords: Quasi Experiments,Think Pair Share, Numbered Head Together 

scholarly journals The Profile of Students' Mathematical Communication Ability Viewed from Differences in Learning Outcomes

2019 ◽  
Vol 4 (1) ◽  
pp. 72-80
Author(s):  
Solider Rintang Perdana
Keyword(s):  
Everyday Life ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Skill Learning ◽  
High Learning ◽  
Mathematical Communication ◽  
Tenth Grade ◽  
Communication Ability ◽  
The Subject ◽  
The Given

Most students assume that mathematics is a complicated subject and has a higher level of difficulty in its delivery. The subject of this study was the tenth grade student of Science at Diponegoro High School in Jember Institution. Based on the problems that exist in this study so that a problem is formulated which is how mathematical communication skills of students who have high learning outcomes, how mathematical communication skills of students who have moderate learning outcomes, and how mathematical communication skills of students who have low learning outcomes. Based on the results of research and discussion it can be concluded that subjects with high learning outcomes have mathematical communication skills at the time of interview giving a minimal model for everyday life. While for the subject of moderate learning outcomes, the subject uses a model / parable in everyday life in order to more easily understand the material that exists. And subjects with low learning outcomes, the subject still cannot find a line that connects the material with the given modeling. Keywoard: mathematical communication skill, learning outcomes

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