scholarly journals Mathematical Communication Skills of Class III Student by Using Discovery Learning Model Assisted with Individual Manipulative Teaching Aids Reviewed from Student Responses

2021 ◽  
Vol 8 (11) ◽  
pp. 129-139
Author(s):  
Uli Umaroh ◽  
Isti Hidayah ◽  
Mulyono .
Keyword(s):  
Communication Skills ◽  
Mixed Method ◽  
Learning Model ◽  
Discovery Learning ◽  
Class Iii ◽  
Mathematical Communication ◽  
Student Responses ◽  
Teaching Aids ◽  
Learning Mathematics

The purpose of this study was to determine the effectiveness of discovery learning model assisted with individual manipulative terms of student responses and to determine the description of students’ mathematical communication skills class III based on student responses. The method used in this study is a mixed method. The data collected through test, questionnaire, interview, and documentation. The result showed that (1) Discovery learning model assisted with individual manipulative is effective on mathematical communication skills which can be seen from the results test mathematical communication skills of the experimental class is greater than the control class, (2) The pattern of mathematical communication skills in terms student responses variety. Of the 30 subjects there were students who entered the less positive, positive and very positive categories. Therefore, this research can be an alternative in learning mathematics especially use individual manipulative and mathematical communication skills can be applied in learning with assisted model individual manipulative. Keywords: Mathematical Communication Skills, Discovery Learning, Student Responses, Individual Manipulative Teaching Aids.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GALLERY WALK TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP NEGERI 8 PADANGSIDIMPUAN

2021 ◽  
Vol 4 (3) ◽  
pp. 1-5
Author(s):  
Adek Nilasari Harahap
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Average Score ◽  
Learning Models ◽  
Mathematical Communication ◽  
Ability Test ◽  
Student Responses ◽  
Communication Ability

This study aims to determine (1) the mathematical communication ability of students taught by the gallery walk type cooperative learning model is higher than the mathematical communication skills of students taught by conventional learning models (2) student responses through the application of the gallery walk type cooperative learning model to communication skills. mathematics students of SMP Negeri 8 Padangsidimpuan. The research method used is quasi-experimental. The population of this study were all seventh grade students of SMP Negeri 8 Padangsidimpuan. Sampling using simple random sampling. The sample is class VII-2 as the experimental class and class VII-1 as the control class. Data collection using a mathematical communication ability test sheet.The results showed (1) t_(count )= 3.56 and t_(table )= 1.67 or) t_(count ) > t_(table ) so that it can be concluded that students' mathematical communication skills are taught by cooperative learning model type gallery walk is higher than the mathematical communication ability of students who are taught by conventional learning models. (2) Based on the results of student responses, an average score of 3.55 was obtained so that it can be concluded that student responses through the application of the gallery walk type cooperative learning model to the mathematical communication skills of SMP Negeri 8 Padangsidimpuan students were very positive.

scholarly journals Implementasi Model Pembelajaran Discovery Learning Untuk Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa SD

Jurnal PGSD ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 146-154
Author(s):  
Victoria Karjiyati
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Arithmetic Mean ◽  
Discovery Learning ◽  
Class Iii ◽  
Student Activity ◽  
Average Value ◽  
Analysis Technique ◽  
Learning Mathematics ◽  
Data Collection Instrument

This research aims to improve the activities and results of learning mathematics using the discovery learning model. This type of research is a classroom action research conducted in two cycles. Subjects of this study was grade III B SDIT Generasi Rabbani Bengukulu. The data collection instrument used student activity observation sheets and learning outcomes tests. The data analysis technique uses arithmetic mean and the percentage of learning completeness. The results showed: 1) Teacher activity in the first cycle obtained an average of 3.38 and in the second cycle an average of 3.81, 2) Student activity in the first cycle obtained an average of 3.13 and in the second cycle an average of 3.67, 3) Learning result in the first cycle were obtained an average of 71.43 with learning completeness 64.29 %, an increase in the second cycle obtained an average value of 76.79 with 82.14% completeness learning. The conclusion of this study that the use of the discovery learning model can increase the activity and learning result of class III B students of SDIT Generasi Rabbani, Bengkulu City

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 Analisis Kemampuan Komunikasi Matematis : Dampak Model Pembelajaran Discovery Learning Terintegrasi Learning Start With A Question

2019 ◽  
Vol 2 (1) ◽  
pp. 33-42
Author(s):  
Fahkur Setiaji ◽  
Suherman Suherman
Keyword(s):  
Communication Skills ◽  
Random Sampling ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Learning Model ◽  
Discovery Learning ◽  
Integrated Learning ◽  
Mathematical Communication ◽  
Analysis Technique ◽  
Better Than

The purpose of this study is to determine the effect of the discovery learning model integrated learning start with a question of mathematical communication skills. This research is a quantitative research with a type of quasi experiment. The sampling technique in this study is the random sampling technique. Data collected through interview observation and test. The data analysis technique used is the uncorrelated t test. Based on the results of research and data processing, it was found that there was an influence of discovery learning integrated learning model start with a question and discovery learning learning model on mathematical communication skills. Furthermore, mathematical communication of students by using the discovery learning model integrated learning start with a question is better than mathematical communication of students using discovery learning learning models.

scholarly journals The Influence of Pakpak Culture Based on Guided Discovery Learning Model in Mathematical Communication Ability and Self Confidience of Students in SD Negeri No. 030277 Teladan, Sidikalang Districts, Dairi Regency

2021 ◽  
Vol 4 (2) ◽  
pp. 888-900
Author(s):  
Erentiana Prinita Sinaga ◽  
KMS. M. Amin Fauzi ◽  
Waminton Rajagukguk
Keyword(s):  
Communication Skills ◽  
Significant Influence ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Communication ◽  
Guided Discovery ◽  
Fifth Grade Students ◽  
Self Confidence ◽  
Direct Learning ◽  
Teaching Learning

In fact, the implementation of the teaching-learning process does not train and develop students' communication skills to cause interaction between students, such as working together, expressing ideas, asking questions, and responding to questions / opinions of other students. The teachers have applied the discussion learning model, but this is done with a direct learning model. During the discussion, the teacher only gives a number of assignments to students which contain almost all of the material without giving instructions, so that the students' thinking patterns do not develop and are not stimulated to think critically. This research was conducted at SD Negeri No.030277 Teladan Sidikalang, Sidikalang District, Dairi Regency. The population in this study was all fifth grade students of SD Negeri No.030277 Teladan Sidikalang which consisted of 3 classes totaling 91 students. Class VA as many as 31 students, class VB as many as 30 students, and class V-C as many as 30 students. There is a significant influence between learning (guided discovery learning and direct learning) on students' mathematical communication skills. The effect of the independent variable on changes in the dependent variable is 31.2%, while the remaining 68.8% is influenced by other variables. There is a significant influence between learning (guided discovery learning and direct learning) on students' self confidence. The effect of independent variables on variable changes is 9.6%, while the remaining 90.4% is influenced by other variables.

scholarly journals THE EFFECT OF MOTIVATION TOWARDS MATHEMATICAL COMMUNICATION IN MATHEMATICS LEARNING WITH BRAIN-BASED LEARNING MODEL

2021 ◽  
Vol 10 (2) ◽  
pp. 808
Author(s):  
Kiki Nia sania Effendi ◽  
Rina Marlina
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Learning Model ◽  
Learning Motivation ◽  
School Students ◽  
Mathematical Communication ◽  
Learning Mathematics ◽  
Brain Based Learning ◽  
The Brain

This research is motivated by the importance of students' learning motivation and the low of high school students’ mathematical communication skills in learning mathematics. The purpose of this study was to determine the effect of learning motivation on the high school students’ mathematical communication skills in learning mathematics with the Brain-Based Learning model. This research is mixed-method research with concurrent triangulation strategies. The population in this study were all class XI in SMA 1 Rengasdengklok on Kabupaten Karawang and the sample was one class. Data was collected by providing tests, observations, questionnaires, and interviews. The test used is a description test, while the motivation scale uses a Likert Scale. The data was analyzed by normality test and simple linear regression. The results of this study indicate that there is an influence of learning motivation on mathematical communication skills in the application of the Brain-Based Learning model with a percentage of 56.8%.

scholarly journals The Improvement of Communication and Mathematical Disposition Abilities through Discovery Learning Model in Junior High School

2019 ◽  
Vol 1 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Zinatun Hayati Dina ◽  
M Ikhsan ◽  
Hajidin Hajidin
Keyword(s):  
High School ◽  
Communication Skills ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Mathematical Communication ◽  
Ability Test

The purpose of this study was to determine the improvement of students' mathematical communication and disposition abilities taught with discovery learning models. This study us quantitative approach with the type of experimental research and the research design us pretest and posttest design type experiments. The sample was chosen randomly from two classes of 7th grade in one of public junior high school in Sigli, Aceh. The research instrument used was mathematical communication ability test and mathematical disposition questionnaire. The data analysis of students' communication and disposition ability was done by two-way ANAVA test at a significant level of 0.05. The results showed that the improvement of students' mathematical communication and disposition skills taught with discovery learning models was better than those taught with conventional approaches. Furthermore, there was no interaction between discovery learning model and the level of students towards improving communication skills and mathematical dispositions. Therefore, the mathematics teachers can implement discovery learning models in learning to build the next polyhedron. Future researchers should conduct research at other schools in order to improve students' mathematical communication skills in mathematics learning

scholarly journals PENERAPAN MODEL BRAIN BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII PADA SISWA MTs/SMP

2019 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Nurul Iski
Keyword(s):  
Communication Skills ◽  
Communication Skill ◽  
Mathematical Thinking ◽  
Learning Model ◽  
Control Group ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Brain Based Learning

Mathematical communication is very important in the process of learning mathematics. Through mathematical communication, students can organize their mathematical thinking in writing and communicate their understanding to others. However students mathematical communication skill are relatively low, so we need a learning model that can improve student’s mathematical communication skills by using brain based learning. The purpose of this research are  : (1) To determine the improvement of student’s mathematical communication skill after using Brain Based Learning Model. (2) To know the comparation between the student’s mathematical communication skill by using Brain Based Learning with convetional learning models. The research method used was a quasi-experimental design with pretest and posttest control group design. The result showed that : (1) The use of Brain Based Learning improves mathematical communication skill significantly. (2) Student’s mathematical communication skill by using Brain Based Learning were better that student’s mathematical communication skills by using conventional learning model.

scholarly journals Penggunaan Jurnal Reflektif pada Pembelajaran Matematika untuk Melatih Kemampuan Komunikasi Matematis Siswa

2021 ◽  
Vol 10 (2) ◽  
pp. 321-332
Author(s):  
Aning Wida Yanti ◽  
Nabella Ayu Novitasari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Student Response ◽  
Mathematical Communication ◽  
Student Responses ◽  
Learning Mathematics ◽  
The Subject

AbstrakBanyak siswa mengalami kesulitan dalam belajar matematika, namun guru tidak mempunyai banyak informasi, sehingga guru tidak dapat memberikan solusi yang terbaik. Tujuan penelitian ini untuk mendeskripsikan respon siswa, hasil belajar siswa, serta mndeskripsikan kemampuan komunikasi matematis siswa pada pembelajaran matematika dengan menggunakan jurnal reflektif. Metode Penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif dan kuantitatif dengan subjek siswa kelas VII-E di SMPN 6 Sidoarjo. Instrumen yang digunakan meliputi angket respon siswa, tes hasil belajar, dan wawancara. Analisis data kemampuan komunikasi (tulis, lisan) diperoleh dari skor yang diperoleh masing-masing subjek berdasarkan rubrik komunikasi matematis tulis dan lisan, kemudian ditentukan level kemampuan komunikasi matematis siswa. Berdasarkan hasil dan pembahasan didapat bahwa ketuntasan hasil belajar siswa 75% (rerata 78,6), respon siswa baik (3,36), kemampuan komunikasi matematis siswa rendah, sedang dan tinggi masing-masing pada tingkat 3, 4 dan 5.  Penggunaan jurnal reflektif dalam pembelajaran matematika dapat melatih kemampuan komunikasi matematis dan hasil belajar siswa. AbstractMany students have difficulty learning mathematics, but the teacher does not have much information, so the teacher cannot provide the best solution. The purpose of this study was to describe student responses, student learning outcomes, and to describe students' mathematical communication skills in mathematics learning using reflective journals. The research method used is descriptive with a qualitative and quantitative approach with the subject of class VII-E students at SMPN 6 Sidoarjo. The instruments used include student response questionnaires, learning outcomes tests, and interviews. Data analysis on communication skills (written, oral) was obtained from the scores obtained by each subject based on written and oral mathematical communication rubrics, then determined the level of students' mathematical communication skills. Based on the results and discussion, it was found that the completeness of student learning outcomes was 75% (mean 78.6), student responses were good (3.36), students' mathematical communication skills were low, medium, and high at levels 3, 4 and 5 respectively. reflective in mathematics learning can train mathematical communication skills and student learning outcomes.

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