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

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.

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 MATHEMATICAL COMMUNICATION AND CONNECTIONS STUDENTS’ ABILITY THROUGH PROBLEM-BASED LEARNING

2018 ◽  
Vol 1 (2) ◽  
pp. 95
Author(s):  
Erik Taufiqurrohman ◽  
Jozua Sabandar ◽  
Marthen Tapilouw
Keyword(s):  
Student Learning ◽  
Communication Skills ◽  
Strong Association ◽  
Control Group ◽  
Mathematical Communication ◽  
Mathematical Connections ◽  
Class Viii ◽  
Mathematical Connection ◽  
Better Than ◽  
Learning By Using

The problem in this research is still the low of communication ability and mathematics connection and the independence of student learning MTs. This study aims to determine and examine whether the achievement and improvement of communication skills and mathematical connections and student learning independence using a problem-based approach is better than the learning by using ordinary learning, knowing the association between communication skills with mathematical connections, mathematical communication with learning independence and ability mathematical connection with the independence of learning both groups of students. This research uses quasi experimental research method with non equivalent control group design and using purposive sampling technique. The population of the research were the students of class VIII in one of MTs in Subang. The sample used was the students of class VIII E as the experimental class and VIII G as the control class. The data collection from this research is in the form of test and non-test. Both groups were given pretest and postes the ability of mathematical communication and questionnaires to measure students' learning independence. The form of test used is a test of the ability of communication and mathematical connections while to measure student learning independence using non-test instruments. The results showed that: the achievement and improvement of communication skills and mathematical connections and learning independence of students who received learning by using a problem-based approach is better than students who received regular learning. There is a strong association between communication skills with mathematical connections, mathematical communication with learning independence and mathematical connection ability with learning independence.

MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN KONEKSI MATEMATIK SERTA MOTIVASI BELAJAR SISWA MADRASAH ALIYAH DALAM PEMBELAJARAN MELALUI PENDEKATAN SQ3R

2020 ◽  
Vol 12 (34) ◽  
Author(s):  
Usuludin Usuludin
Keyword(s):  
Mathematics Learning ◽  
Learning Motivation ◽  
Survey Question ◽  
Mathematical Connections ◽  
Learning Mathematics ◽  
Comprehension Ability ◽  
Ability Tests ◽  
And Control ◽  
Mathematical Connection ◽  
Better Than

This study aims to look at experimental results in a class by conducting initial and final tests and control classes by learning in Madrasah Aliyah through SQ3R approach (Survey, Question, Read, Recite and Review) as an effort to improve mathematical understanding and connection and learning motivation student. Respondents in this study were 74 students from class XI IPS MA in the city of Bandung. The instruments used include mathematical comprehension ability tests, mathematical connection ability tests and Miotiv questionnaire learning mathematics. From the research, it was found that classes that have mathematics learning use the SQ3R approach, understanding abilities and mathematical connections are better than ordinary classes, even though the two abilities are relatively low. While the motivation to learn mathematics in the experimental class is better than the control class with moderate differences. As for other things, it turns out that there is no association between understanding abilities and mathematical connections.  Keywords: Mathematical comprehension ability, mathematical connection, learning motivation, SQ3R 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 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 STUDI LITERATUR: PENGARUH PENERAPAN MODEL CTL TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA DAN SELF EFFICACY SISWA

2019 ◽  
Vol 1 (2) ◽  
pp. 37-45
Author(s):  
Zubaidah Amir MZ ◽  
Fitria Rizka Mulyani
Keyword(s):  
Cognitive Abilities ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Mathematics Students ◽  
Learning Achievement ◽  
Mathematical Connections ◽  
Learning Mathematics ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Mathematical Connection

Various research and facts on the field show that students' mathematics learning achievement in Indonesia has not been satisfactory. This is due to various factors, one of which is the method of learning and the ability of students. One of the cognitive abilities that play a role in the success of students in learning mathematics is the ability of mathematical connections. In addition, affective ability is also very important role, one of them ability self efficacy. Between the ability of mathematical connections and self efficacy is positively correlated which became one of the determinants of the success of learning mathematics students. This article intends to examine the effect of applying Contextual Teaching Learning (CTL) model to the ability of mathematical connection and student self efficacy. The method of writing this article is a study of literature sourced from previous studies and related journals.

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.

scholarly journals Meningkatkan Kemampuan Koneksi Matematik dan Self Efficacy Mahasiswa melalui Model CORE

2020 ◽  
Vol 9 (3) ◽  
pp. 429-438
Author(s):  
Tri Arif Wiharso ◽  
Helfy Susilawati
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Core Model ◽  
Student Responses ◽  
The Core ◽  
Mathematical Connections ◽  
Learning Mathematics ◽  
Positive Impression ◽  
Mathematical Connection ◽  
Better Than

AbstrakPenelitian ini bermaksud untuk memperoleh hasil peningkatan kemampuan Koneksi matematik dan self efficacy melalui pembelajaran Model CORE, selain itu untuk melihat respon mahasiswa terhadap belajar matematik dengan model CORE. Pelaksanaan penelitian ini berbentuk quasi eksperimen dengan membandingkan prestasi belajar mahasiswa melalui model CORE dengan mahasiswa yang memperoleh pembelajaran konvensional. Populasi berasal dari mahasiswa Fakultas Teknik di Perguruan Tinggi di Garut dengan sampel penelitiannya berjumlah 54 mahasiswa. Dengan 27 orang diberi pembelajaran dengan model CORE dan 27 lainnya melalui pembelajaran konvensional. Dalam pengambilan data digunakan Instrumen berupa tes matematik, angket model CORE dan angket self efficacy. Hasil yang didapat yaitu: 1) Peningkatan Koneksi matematik mahasiswa yang mendapatkan pembelajaran dengan model CORE lebih baik dari pada mahasiswa yang memperoleh pembelajaran konvensional. 2) Self efficacy mahasiswa yang mendapatkan pembelajaran dengan model CORE peningkatannya tidak lebih baik dari pada mahasiswa yang memperoleh pembelajaran konvensional. 3) Terdapat hubungan antara model CORE dengan Self efficacy dalam kategori sedang. 4) Mahasiswa memberikan kesan yang positif terhadap model CORE. Improving Mathematical Connection Ability and Self Efficacy Students through Core-Based ModelsAbstractThis study aims to obtain the results of increasing the ability of mathematical connections and self-efficacy through learning the CORE Model, in addition to seeing student responses to learning mathematics with the CORE model. The implementation of this research is in the form of a quasi-experiment by comparing student learning achievement through the CORE model with students who receive conventional learning. The population came from students of the Faculty of Engineering at Higher Education in Garut with a research sample of 54 students. With 27 people being taught using the CORE model and 27 others through conventional learning. In collecting the data, instruments were used in the form of a mathematical test, a CORE model questionnaire, and a self-efficacy questionnaire. The results obtained are: 1) Increased mathematical connection of students who get learning with the CORE model is better than students who receive conventional learning. 2) The increase in self-efficacy of students who get learning with the CORE model is not better than students who get conventional learning. 3) There is a relationship between the CORE model and Self-efficacy in the medium category. 4) Students give a positive impression on the CORE model.

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