scholarly journals Android-Based Edu Game Media on Mathematical Communication Skill of Elementary School Students

2021 ◽  
Author(s):  
Masniladevi Masniladevi ◽  
Y Helsa ◽  
S Rahmadhani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skill ◽  
School Students ◽  
Mathematical Communication

scholarly journals Two-stay two-stray model on improving mathematical communication skill of elementary school students

2019 ◽  
Vol 1318 ◽  
pp. 012127
Author(s):  
E Suwangsih ◽  
M R Budiarti ◽  
K Ruskandi ◽  
Y Hendawati ◽  
N W A Majid
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skill ◽  
School Students ◽  
Mathematical Communication

scholarly journals Potensi Pengembangan Komunikasi Matematis Siswa Sekolah Dasar Melalui Pendekatan Realistic Mathematic Education

2020 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Ratna Purwati
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skills ◽  
Real Life ◽  
Written Communication ◽  
School Students ◽  
Mathematical Communication ◽  
Mathematic Education ◽  
Math Problems ◽  
Realistic Mathematic

Elementary school students' mathematical communication is still low, this can be seen from the inability of students to apply the knowledge they have acquired at school to solve problems in real life. The TIMSS report states that the ability of Indonesian students in mathematics communication is far below that of other countries. For example, for math problems involving mathematical communication skills, only 5% of Indonesian students were successful and far below countries such as Singapore, Korea and Taiwan, which reached more than 50%. This condition is probably influenced by the method of learning mathematics in elementary schools today, which mostly tends to emphasize the cultivation of procedural skills alone, is not contextual and does not equip students to be able to apply these concepts in solving math problems in life. Realistic Mathematic Education (RME) is an approach that has main characteristics, namely linking the mathematics content presented to the real life context, emphasizing the mathematical process, involving students' contributions in constructing conceptual understanding, interactive learning processes, and linking between concepts in mathematics. Students' mathematical communication that must be mastered by students involves oral and written communication. written communication skills are carried out with indicators, namely: the ability to express and illustrate mathematical ideas in the form of mathematical models, namely equations, notations, pictures and graphics, or vice versa. Based on its characteristics, RME has the potential to make a good contribution to communication development. Mathematical elementary school students. Abstrak Komunikasi matematis siswa SD masih rendah, hal ini tampak dari kekurangmampuan siswa dalam  menerapkan pengetahuan yang diperolehnya di sekolah untuk menyelesaikan masalah dalam kehidupan nyata. Laporan TIMSS menyebutkan bahwa kemampuan siswa Indonesia dalam komunikasi matematika sangat jauh di bawah Negara-negara lain. Sebagai contoh, untuk permasalahan matematika yang menyangkut kemampuan komunikasi matematis, siswa Indonesia yang berhasil benar hanya 5% dan jauh di bawah Negara seperti Singapura, Korea, dan Taiwan yang mencapai lebih dari 50%. Kondisi tersebut kemungkinan dipengaruhi oleh metode pembelajaran matematika di sekolah dasar  dewasa ini yang sebagian besar cenderung menekankan pada penanaman keterampilan prosedural semata, tidak kontekstual serta kurang membekali siswa  untuk mampu menerapkan konsep tersebut dalam menyelesaikan masalah matematika dalam kehidupan. Realistic Mathematic Education (RME) merupakan pendekatan yang memiliki karakteristik utama yaitu mengaitkan konten matematika yang disampaikan  dengan konteks kehidupan nyata, menekankan pada proses matematisasi, melibatkan kontribusi siswa dalam mengkonstruksi pemahaman konsep, proses pembelajaran interaktif, serta mengaitkan antar konsep dalam matematika. Komunikasi matematis siswa yang harus dikuasai siswa melibatkan komunikasi lisan dan tertulis. kemampuan komunikasi secara tertulis dilakukan dengan indikator-indikator yaitu: kemam puan menyatakan dan mengilustrasikan ide matematika ke dalam bentuk model matematika yaitu bentuk persamaan, notasi, gambar dan grafik, atau sebaliknya  Berdasarkan karakteristik yang dimilikinya, RME sangat berpotensi memberikan kontribusi yang baik bagi pengembangan komunikasi matematis siswa sekolah dasar.  

scholarly journals EFEKTIVITAS MODEL THINK TALK WRITE DAN THINK PAIR SHARE TERHADAP PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS 4 SD

Satya Widya ◽  
2019 ◽  
Vol 35 (1) ◽  
pp. 42-53
Author(s):  
Endah Murwatiningsih ◽  
Wahyudi Wahyudi ◽  
Yohana Setiawan
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Students ◽  
Experimental Research ◽  
T Test ◽  
School Students ◽  
Mathematical Communication ◽  
Student Improvement ◽  
The Difference ◽  
Data Analytic

The purpose of this research is to identify the difference between the effectiveness of TTW and TPS models towards the improvement of ability in on 4th grader elementary school students. This experiment is a pseudo-experimental research. The sample of this research are 27 students of SDN Lodoyong 02 and 23 students of SDN Lodoyong 03.The data analytic used is pre-requisite test which showing the result of both groups are distributed normally and not homogeneous. The test of Independent sample T-test acquired t-count > t-table is 2,344>2,011 and score signification 0,023<0,05 which showing that Ho is refused and Ha is accepted. N-gain scoring analysis shows a student improvement after applying TTW model approximately 0,391 meanwhile after applying TPS model approximately 0,33. From the result of n-gain scoring, the difference of the two models can be seen approximately 0,061. Based on the data analysis, it's concluded that there is a difference of effectiveness which is significant. The applying of ttw model has a level of effectiveness higher than tps model towards the ability of mathematical communication on 4th grader students of elementary school.

scholarly journals Zoom Cloud Meeting-Based Learning Model Needs Analysis to Improve Mathematical Communication Ability of Elementary School Students

2021 ◽  
Vol 8 (11) ◽  
pp. 155-162
Author(s):  
Naili Darojatil Lathifah ◽  
Rusdarti . ◽  
Rochmad .
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Model ◽  
Needs Analysis ◽  
Application Technology ◽  
School Students ◽  
Mathematical Communication ◽  
Qualitative Descriptive ◽  
Communication Ability ◽  
Educational Conditions

The purpose of this research is to analyze and describe the video conferencing application technology-based learning via zoom cloud meeting to improve students' mathematical communication ability based on the perspective of educators or teachers. The research was conducted using a qualitative descriptive method with an emphasis on needs analysis. Techniques of data collection were carried out with several instruments including interviews, documentation, questionnaires, and tests related to students' mathematical communication ability given to several students with the assistance of their respective teachers. The results of interviews and initial observations in this research indicate that 80% of teachers still use assignments as tools to determine students' mathematical communication ability, and 67% of students' mathematical ability has decreased compared to that of prior to the pandemic, so a learning model is needed in accordance with current educational conditions, particularly in improving students' mathematical communication ability. Therefore, the selection of the application of a problem-based learning model with a realistic mathematical approach in zoom cloud meeting-based learning is expected to improve the communication ability of elementary school students. Keywords: Zoom, PBL, Realistic mathematics, mathematical communication.

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