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This study aims to obtain an overview of the effect of learning mathematics using a problem-based learning approach on the mathematical communication skills of class XI science students at a school in Bima district. This research is a quasi-experimental research with the research design used is Posttest Only Control Design. The population in this study were all high school students of class XI science in one of the SMA Regency of Bima, totaling 199 people spread over 6 science classes. The sample used in this study only took two classes, namely the experimental class and the control class, with cluster random sampling technique sampling. The instruments used in this study were test and non-test instruments. The test instrument is in the form of a test in the form of a description to measure students' mathematical communication skills. The results showed that the problem-based learning model had an effect on the mathematical communication skills of class XI science students at one of the senior high schools in the bima district.

This study aims to analyze the written mathematical communication skills through the lence of cognitive style of the eighth-grade students of SMP Negeri 4 Praya Barat Daya in the academic year 2020/2021. With the subjects of research used is 4 students of class VIII A which is taken were in the form of GEFT test results . This study is a descriptive study. The instrument used is test GEFT and written mathematical communication skills test. The findings of the study showed that (a) Students with field-independent cognitivestyle depictedproper written mathematical communication skill. Students at this level were able to state ideas or mathematical solutions in their own language clearly and precisely, they also were able to state problems in the form of pictures, and were able to write down mathematical ideas and explanations correctly but were still not optimal. (b) Students with a field-dependent cognitive style had good mathematical communication ability. Students at this level were able to state ideas or mathematical solutions in their own language properlyyet are still incomplete, they were still not optimal in addressing problems in the form of images, and lastly, they werealso able to write mathematical ideas and explanations clearly and accurately.

This study aims to determine the improvement of students' mathematical communication skills in online learning by using instructional video media. The study used a quasi-experimental method with a pretest-posttest control group design. The research subjects were students of class VIII in a private Junior High School in Bandar Lampung City. There are two classes in this study, namely the experimental class consisted of 33 students and the control class consisted of 33 students. The experimental class received online learning using instructional video media, while the control class used the method without giving intructional videos. The research instrument used a mathematical communication ability test. The results showed that the inprovement in mathematical communication skills in the experimental class was better than the control class

Critical thinking ability is an important ability to have. However, students' mathematical critical thinking skills are still low. Efforts that can be applied are through the Metagontive Scaffolding learning approach. The Metcagontive Scaffolding approach has been proven to be able to improve mathematical communication skills, mathematical literacy, and self-efficacy. This study was conducted to test whether Metagontive Scaffolding can improve the mathematical critical thinking skills of junior high school students better than direct learning. This study uses a quasi-experimental method with a nonequivalent control group design. The population in this study were all eighth grade students in one of the public junior high schools in Bandung. This study uses two classes as a sample from a number of class VIII randomly graded. The data in this study were obtained through the results of the answers to students' mathematical critical thinking abilities. significantly compared to students who participated in direct learning

This study aims to improve mathematics communication skills and problem solving through the application of realistic mathematics education. The type of research used is Classroom Action Research. The research subjects were 18 students of class V SD Muhammadiyah Notoprajan, while the object of this research was the mathematics communication skills and problem solving abilities. The data collection techniques used were tests and observations. The data collection instruments used were mathematical communication test questions and problem solving, and observation sheets. Mathematical communication data and problem solving abilities were analyzed descriptively. The results of the study indicate that there is an increase in mathematics communication skills and problem solving through the application of realistic mathematics education. This is indicated by the percentage of students with high and very high mathematics communication skills in the first cycle of 72.22% and an increase in the second cycle to 94%. The percentage of students with the ability to solve math problems in the high and very high category in the first cycle was 66.67%, an increase in the second cycle to 100%. Keywords : mathematics communication; problem solving; realistic mathematics DOI: http://dx.doi.org/10.23960/mtk/v9i2.pp197-210

This research aims to produce PISA-like problems that are valid, practical, and effective for assessing students' mathematical communication and problem solving abilities. This research type is formative evaluation development by Tessmer, including expert review, one-to-one, small group, and field test. The subject of this research is 60 students of Year 9 at SMP Negeri 19 Percontohan Banda Aceh, Indonesia. The results of this study yielded 15 PISA-like problems that are 1) valid because experts state that the set of questions developed is based on a strong theoretical basis, almost all problems have valid criteria, and the set of problems has high reliability; 2) practical because teachers agree that the problems can assess students' mathematical communication and problem solving abilities; 3) effective because mathematical communication and problem solving abilities of students meet PISA levels and students give positive responses to PISA-like problems. The implication of this research is that mathematics teachers can use this problem to familiarize students in answering PISA-like problems, primarily to assess mathematical communication and problem solving abilities.

The purpose of this study was to determine the mathematical communication skills of prospective elementary school teacher students on Geometry material. This research method is descriptive qualitative analyzed from the given instrument. The instrument in this study was in the form of 4 written test questions. The subjects of this study were 34 students in the Primary School Teacher Education Study Program, FKIP, Mataram University. The indicators used in this study are 4 indicators of mathematical communication skills, namely explaining mathematical ideas in the form of images, explaining ideas, situations in written form, connecting images to mathematical ideas and reading with the understanding of a written mathematical representation. From the results of data analysis, it was found that the students' mathematical communication skills in the Geometry material were in the very low category. This can be seen from the results of the recapitulation of student answers and the results of the conversion of student scores with the successive percentages of 45.58% and 50%, especially in questions with reading indicators with an understanding of a mathematical representation., Tujuan penelitian ini adalah untuk mengetahui kemampuan komunikasi matematis mahasiswa calon guru sekolah dasar pada materi Geometri. Metode penelitian ini adalah deskriptif kualitatif yang dianalisis dari instrumen yang diberikan. Instrumen dalam penelitian ini berupa 4 soal tes tertulis. Subjek penelitian ini adalah 34 mahasiswa di Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram. Indikator yang digunakan pada penelitian ini ada 4 indikator kemampuan komunikasi matematis yaitu menjelaskan ide matematik ke dalam bentuk gambar, menjelaskan ide, situasi dalam bentuk tulisan, menghubungkan gambar ke dalam ide matematika dan membaca dengan pemahaman suatu representasi matematika tertulis. Dari hasil analisis data diperoleh hasil kemampuan komunikasi matematis mahasiswa pada materi Geometri berada dalam kategori masih sangat rendah. Hal ini dapat dilihat dari hasil rekapitulasi jawaban mahasiswa dan hasil konversi skor mahasiswa dengan persentase berurutan sebesar 45,58% dan 50% terutama pada soal dengan indikator membaca dengan pemahaman suatu representasi matematika.

This study aims to determine the effect of initial ability and learning motivation on students' mathematical communication skills. The population in this study were all students of class XI IPA SMA Fransiskus Bandar Lampung odd semester 2020/2021 academic year. The sample of this research was 32 students of class XI_IPA_2, who were selected using cluster random sampling technique. Analysis of research data using multiple linear regression test. The results of the hypothesis test show that there is a significant influence between initial ability on mathematical communication skills, there is a significant influence between learning motivation on mathematical communication skills, and there is a significant influence jointly between initial ability and learning motivation on mathematical communication skills. Based on the results of the analysis, it is concluded that the initial ability and learning motivation have a significant effect on students' mathematical communication skills. Keywords : Influence, Initial Ability, Learning Motivation, Mathematical Communication

This study aims to determine how students' mathematical communication skills apply blended learning in geometry courses. This research uses a qualitative approach and descriptive research type. The instrument used was a test of mathematical communication skills. The subjects research were second semester students of the Universitas Samudra, Mathematics Education study program. The results showed that blended learning was going well, it could be seen from the average percentage of communication skills students are on the writing indicator (written text) is 90% that belongs to the category very good, drawing, is 80% which belongs to the category good and mathematical expressions is 65% that also belongs to good category,. The conclusion of this research is that blended learning can develop mathematical communication skills.

This descriptive qualitative research aims to analyze the mistakes of primary school teacher candidates in solving geometry problems reviewed from mathematical written communication skills. This research was conducted on 37 students who were in the 2nd semester and took 3 people as research subjects with the criteria of moderate written communication skills. Data collection techniques were carried out using tests and interviews. The written mathematical communication test was given in the form of a description where each question contains one written mathematical communication indicator. The results of this study indicated that the mistakes were: low knowledge of prerequisite concepts, lack of student experience in working on problems, weak imagination in connecting statements, and low ability to perform calculations.

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).

The research aims to describe the students' mathematical communication skills in solving story problems based on mathematical abilities. This research is descriptive qualitative research. Subjects in this research involved 3 students tenth-grade science in one of the senior high schools in Sidoarjo. Based on the mathematics scores in the last report card, I obtained one student with high mathematical abilities, medium mathematical abilities, and low mathematical abilities. The research data were obtained from mathematical communication skills tests and interviews based on a communication skills test. The results showed that students' mathematical communication skills are in line with their ability to solve problems on story problems because they are influenced by the level of mathematical ability of each student who is different in written and oral communication skills.

This study aims to produce a valid, practical, and effective problem posing learning model-based learning tool for Class VIII students of SMP Nusantara Lubuk Pakam, to analyze the improvement of students' mathematical communication skills taught with learning tools developed based on the Problem Posing Learning model in SMP. Nusantara Lubuk Pakam, to analyze the achievement of student learning independence taught with learning tools developed based on the Problem Posing Learning model at SMP Nusantara Lubuk Pakam, as well as to analyze the answer process of SMP Nusantara Lubuk Pakam students in solving test questions of mathematical mathematical communication skills. The data were obtained through the validation sheet of teaching materials, observation sheets, student response questionnaires, mathematical communication skills test instruments and student learning independence questionnaires. This study uses the 4-D development model Thiagarajan, Semmel and Semmel by developing teaching materials with problem posing learning. Based on the validation results of the value of learning tools developed through the Problem Posing learning model, the validator team met the valid and practical criteria. The implementation of the learning tools developed through the Problem Posing learning model was in good criteria, namely 87.78% in trial II. Classical mastery of student learning has been achieved in the second trial by 90%. The achievement of learning objectives has been achieved in the second trial, which is 83.39%. Student responses to components and learning activities 94.11% have shown a positive response to the components of learning tools and learning activities developed.

This study aims to analyze the differences in the improvement of mathematical communication skills and mathematical problem solving of students who are taught using manipulative virtual learning media and physical manipulative learning through project-based learning models (PjBL), as well as analyzing the performance of class VII students of SMP Plus Jabal Rahmah Mulia Medan in solving problems. questions that measure communication skills and mathematical problem solving. Data obtained through subjective tests or essay tests, each of which measures the students' mathematical problem solving and communication skills. Data were analyzed using ANACOVA test. The population in this study were all students of class VIII of the private high school Jabal Rahmam Mulia for the 2020/2021 academic year. While the sample in this study is class VIII1 which is the first experimental class which is taught using manipulative virtual learning media and class VIII2 is the second experimental class which is taught using physical manipulative learning media. Based on the results of the ANACOVA calculation, the analysis results obtained F_hitung = 3,450 ˃ Ftable = 3.38 and with sig = 000, because the significant level is smaller than 0.05 so that H_0 is rejected and H_a is accepted. Thus, there are differences in problem-solving abilities between students who are given a realistic mathematics approach assisted by macromedia flash and students who are given a contextual approach assisted by macromedia flash. Based on the results of the analysis F_count = 20.889 ˃ F table = 3.38 and with sig = 000, because the significant level is smaller than 0.05 so that H_0 is rejected and H_a is accepted. Thus, there are differences in mathematical communication skills between students who are given virtual manipulative assisted project-based learning (PjBL VM) and students who are given physical manipulative assisted project-based learning (PjBL PM).

This study aims to analyze and discover the extent to which students 'mathematical communication skills in the application of Vygotsky's theory, to analyze and find descriptions of students' answer processes through tests of mathematical communication skills, and to analyze and find errors and difficulties of students in developing mathematical communication skills. Data obtained through tests of mathematical communication skills, Vygotsky's Theory questionnaire, student response questionnaires, interview guidelines, and data triangulation. This study uses qualitative data analysis used to analyze data on students' mathematical communication skills and student response questionnaire data through learning in the application of Vygotsky's theory with 5 items of two-variable linear program material in the form of essays in grade XI MIA-2 students of Al Ulum Medan Private High School. Who are given treatment through learning by applying Vygotsky's theory in the odd semester of the 2019/2020 learning year, which has 35 students. Based on the research results, there were 3 students (8.57%) who had a high level of mathematical communication skills; 7 students (20%) have moderate level of mathematical communication skills; 25 students (71.43%) have a low level of mathematical communication skills. After analyzing the student's answer process descriptively, the student's answer process to the mathematical communication test can be concluded that in the first indicator there are 15 students who are able to solve the questions correctly. In the second indicator, there are 8 students who are able to solve the questions correctly. In the third indicator, there are 8 students who are able to solve the questions correctly. In the fourth indicator, there are 4 students who are able to solve the questions correctly. In the fifth indicator, there are 6 students who are able to solve the questions correctly. In the sixth indicator, there are 4 students who are able to solve the questions correctly.

This study was a classroom action research that contain two cycles with pomoting the improvement of student’s mathematical communication ability. This study was applied in Madrasah Aliyah Negeri (MAN) 1 Mandailing Natal (Madina) Plus Keterampilan in the XI MIA grade year 2020/2021 during the covid-19 pandemic. The object of this study was 35 students of XI MIA 2 grade from 165 students of XI MIA grade as the research population. The subject of this study was student’s mathematical communication ability. This study used the student’s mathematical communication ability test and interview instruments that had been carried out the instruments feasibility test. Based on the analysis of the data, we found: (1) the average of student’s mathematical communication ability test increase from 77 at cycle I to 91 at cycle II; (2) the number of students who have mathematical communication ability increase from 16 (46%) students at cycle I to 27 (77%) students at cycle II. The conclusion of this study is covid-19 pandemic context can improve the student’s mathematical communication ability.

Activity of students while studying in the classroom, both liveliness notes, ask and answer, and also presented the results that have been obtained in working on the teacher as well as good communication skills math will affect the value or the mathematical achievement of every child. The reality in the classroom there are students who are still active under the standard category. While the mathematics communication seen from the test results to the problems given by the researchers. In this study the research method used is quantitative method by using regression and correlation. In this study, a random sampling technique (random) and sample as many as 19 students. Research results obtained show: (1) There is a significant influence on the activity of the student mathematics achievement. From the ANOVA summary table is seen that for a significance level of 5% or 0.05 obtained sig = 0.000

This study was aimed to describe the mathematical communication skill of eighth-grade students of SMP IT Insan Mulia of Batanghari based on gender in solving questions about circle material. The subjects of this study consisted of 21 male and 21 female students. The research method used is descriptive qualitative. The data collection instrument used in this study is the mathematical communication skill test. The mathematical communication skill test instrument consists of three questions in the form of an essay. The results showed that in general, the mathematical communication skills of male and female students are in a low category. The low ability of students' mathematical communication is due to a weak understanding of concepts, not understanding the usefulness of mathematical symbols, and students' unfamiliarity in working on problems. Male and female students have different mathematical communication skills. Female students have better communication skills than male students in conveying ideas to provide an explanation on each indicator of the mathematical communication skills test.

This study aims to describe students' written mathematical communication skills in open-ended problems based on their mathematical abilities. This research was conducted at grade VII-A of SMPN 1 Pamekasan. This research uses descriptive qualitative research. The instruments used were the Mathematical Ability Test (MAT), Written Mathematical Communication Skills Test (WMCST) on open-ended problems, and Interview Guidelines. The results showed that subjects with high and moderate mathematical ability were able to meet three indicators of written mathematical communication skills, namely being able to express mathematical ideas through writing, demonstrate and convey visually; able to understand, interpret and evaluate mathematical ideas in writing, as well as in other visual forms; and able to use mathematical notations in the structure to write down ideas and relationships with situation models in writing. Meanwhile, subjects with low mathematics ability can fulfill 2 out of 3 indicators of written mathematical communication skills, namely being able to express mathematical ideas through writing, demonstrate and convey visually; unable to understand, interpret and evaluate mathematical ideas in writing or other visual forms; and able to use mathematical notations in the structure to write ideas and relationships with situation models.

Mathematical communication competencies help students to convey mathematical ideas orally and in writing. The purpose of this study was to analyze students' communication skills in drawing graphs of multivariable functions in advanced calculus courses. This type of research is qualitative with descriptive methods. The subjects in this study were 28 students of Mathematics Education class 4B. This study used a stratified random sampling technique to obtain 3 students consisting of high, medium, and low mathematics competencies. The data collection instruments used were the competency mapping test, evaluation test, and interview guidelines. The results of this study are (1) students with high competence excel at writing and making mathematical models, (2) students with moderate competence have advantages in three stages, but there are few errors in applying the agreement, (3) students with low competence make mistakes at the third stage due to wrong in formulating problems and designing problem-solving strategies.

During the current Covid-19 pandemic, the learning system in all educational institution is shifted from face to face to online learning, including universities. This study aims to describe the results of the mathematical communication skills of class B students of Mathematics Education from Ahmad Dahlan University for the 2019/2020 academic year during online learning during the Covid-19 pandemic and to examine students' mistakes in solving differential calculus problems regarding the minimum, maximum material. This study employed descriptive qualitative research. The research instrument used is a test and interview guide. The data are collected using tests and interviews. The research subjects were selected by stratified random sampling technique so that 6 students are classified into high, medium and low categories. The questions are in the form of a description of one question with six questions. The results showed that students' mathematical communication skills on indicators (1) restating information was done appropriately, (2) writing down ideas or problem-solving steps clearly and precisely, some were not thorough, (3) presenting information using graphic images again. There are still things that they couldn't understand and (4) Writing down the answers according to what is known and are asked using mathematical formulas, some are still wrong because they are not accurate.

This research was motivated by the difficulties of teachers in implementing the 2013 curriculum, especially in the preparation of learning tools. This research was aimed to develop a valid, practical and effective learning tool for VIII grade junior high school students. This type of research was Research and Development with a 4-D model. Data collection instruments in this study were validation sheets, practicality sheets and tests of mathematical communication skills. Data were analyzed using validation criteria, practicality and effectiveness tests. The results obtained from the device validation show that the RPP is valid and the LKPD is quite valid. The practicality test results of small groups and large groups obtained very practical criteria. The effectiveness test can be seen from the percentage of student KKM achievement that is equal to 92% meets the effective criteria and the average difference test (t test) is obtained that tcount> ttable, which is 16.976> 1.677 and the significance value is

This research was aimed at finding out (1) mathematical communication skills, and (2) mathematical communication skills of students based on high, medium, and low knowledge. This research is a quasiexperimental research. Sample of this research is students at XI IPA1 and XI IPA2 MAN Padang. The accumulation of data using test and the analysis of data by statistical. The results showed that (1) mathematical communication skills of students who are taught by TTW better than conventional learning, (2) mathematical communication skills of students initial knowledge high, medium, and low are better taught by TTW than conventional learning

Mathematical communication skills are one of the basic abilities that students need to have. With mathematical communication, it is expected that the ability of students' mathematical concepts can improve. The subjects in this study were Grade VII students of MTs Assyafi'iyyah Talun, District of Kayen, Pati Regency. The purpose of this research is to find out the students' mathematical communication skills in algebraic material. Descriptive research with a qualitative approach is the type of research used by researchers. Data collection used is a test and documentation method. Based on the results of data analysis, students' mathematical communication skills on algebraic material are obtained: (a) the ability to express real objects, situations, and daily events into the form of mathematical models including high categories; (b) the ability to represent real objects, images, and diagrams in the form of mathematical models included in the high category; (c) the ability to express daily events in the form of mathematical models included in the medium category; d) the ability to express a mathematical model back into one's own language is included in the medium category; (d) the ability to describe or represent real objects in the form of mathematical models included in the medium category.

This study aimed at investigating the students’ mathematical communication abilities on geometry materials through Think Talk Write (TTW) learning model. The type of research was Classroom Action Research (CAR) with data collection instruments are test of mathematical communication skill, lecturer observation sheets, and student observation sheets. This research was given to 31 first-year students of Malang State University in the academic year 2019/2020. This classroom action research stopped at cycle II. Based on the research results obtained, the percentage of students’ mathematical communication abilities in the first cycle had an average value of 68.097% while that in the second cycle had an average value of 82.000%. The average increase from cycle I to cycle II was 13.903%. Based on the results of the study, it can be concluded that Think Talk Write (TTW) learning model by providing material reinforcement in the form of written summaries as material reinforcement at the end of learning can improve mathematical communication skills of first-level students on geometry materials

The communication skills of eighth grade junior high school students are catergorized as low. The purpose of this study is to analyze and describe aspects of mathematical communication skill, the research subjects consisted of 10 class students in one of the private schools located in Cimahi. The research method with data collection techniques. From the descript test regarding the two variabel linear equation system of 4 question. The results of this study indicated that students mathematical communication skill are categorized as moderate with a percentage of 42.5 % with the percentage of each item, number one 47.5 %, question number two 60 %, and question number four 32.5 %.

The problem faced by students in slow learning is in terms of communication. The use of Auditory, Intellectually, Repetition (AIR) and Cooperative Think Pair Share (TPS) types is needed to help students communicate mathematically in expressing mathematical ideas. This study aims to determine whether or not there are differences in mathematical communication skills of students using the Auditory, Intellectually, Repetition (AIR) learning model with students who use Think Pair Share (TPS) Cooperative learning models. This research uses a quantitative approach using the Quasi Experiment method. The research design is in the form of posttest only, non-equivalent group design. Testing data using the T test with Independent Samples T-Test. Based on the results of hypothesis testing obtained p-value> α 0.05. So it was concluded that there were indications of differences between Auditory, Intellectually, Repetition (AIR) learning models with (TPS) Cooperative learning models and superior (AIR) learning models compared to Cooperative learning models of (TPS) Type in influencing students' mathematical communication skills.

The research was based on concerns about the development of mathematical critical thinking and mathematical communication ability. The purpose of this study was review and compare the differences of enhancing mathematical critical thinking ability between junior high school students who acquire Model of Search, Solve and Share (SSCS) through hypnoteaching method and those who acquire the conventional learning. This study was a quasi-experimental research with non-equivalent control group design consists of classroom experiments which obtain Model of Search, Solve and Share (SSCS) through hypnoteaching method and control class which obtain conventional learning. The population of this study is junior high school students in Tangerang, where the samples are the grade 8th students in one of the state junior high school in Tangerang. Instruments used to collect data in this research consists of mathematical critical thinking test instruments, student’s attitude scale, and observation sheets. The data obtained is analyzed using the mean difference test, which are the t-test, Mann-Whitney, and Rank-Spearman test. The results showed that the enhancement student’s mathematical critical thinking ability who gotten model os Search, Solve, Create, and Share (SSCS) through hypnoteaching method is better than who gotten conventional learning.

This research was conducted to see the extent of students' understanding of concepts and mathematical communication after being treated with learning using the RME and CTL approaches. The approach used in this research is quantitative with a type of quasi-experimental research. The population as well as the sample in this study were 2 classes with a total of 70 XI MAS PAB 2 Medan Estate students. Next to find out the understanding of concepts and mathematical communication students are given a description test. To process the data obtained using ANACOVA; The results of the data analysis test concluded: the level of understanding of the concepts of students who were treated with the RME approach was lower in influence than students who were treated with the CTL approach. The mathematical communication of students who were treated with the RME approach was less influential than students who were treated with the CTL approach. The level of understanding of mathematical concepts and communication of students who were treated with the RME learning approach was lower in influence than students who were treated with the CTL learning approach. Data analysis concluded that there was an interaction effect of applying the learning approach to students' understanding of concepts and mathematical communication.

This study aims to: 1) Obtain discovery-based learning with SAVI approach assisted by GeoGebra (DLSG) that meet validity, practicality, and effectiveness criteria; (2) Describe the improvement of mathematical communication skills (MCS) of the students taught through DLSG; (3) Describe learning motivation of the students taught through DLSG. This research is a development research conducted in two stages, the first stage is developing a DLSG based learning device, the second stage is implementing a DLSG based learning device at grade IX senior high school students MTs Aisyiyah Medan. The learning devices produced from this research are: Learning Implementation Plan (LIP), Teacher's Book (TB), Student's Book (SB), Student Worksheet (SW) and MCS test. The results of the research are: (1) the DLSG-based learning devices developed have met the validity, practicality, and effectiveness criteria; (2) there is the improvement in MCS of the students taught through DLSG. The average MCS score in trials I and II were 81.82 and 94.12; (3) there is the improvement in learning motivation of the students taught through DLSG, the motivation score increased from 85.97 to 86.20.

TTW learning model assisted multimedia was applied to help student s in developing their conceptual understanding and mathematical communication skills. This research was conducted to determine whether there was difference of effect between the application of TTW model assisted multimedia and peer tutoring model on the two mathematical skills. This research was a quantitative research with nonequivalent posttest-only control group design . The research population w ere the students of XI MIA at MAN 1 Pekalongan 2018/2019. The research sample was obtained by cluster sampling technique . The method used in collecting the data was a test . The data w ere analyzed by using the multivariate and univariate average difference test. The research results showed that (1) based on multivariate analysis, student s ’ conceptual understanding and mathematical communication skills that w as taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model; (2) based on univariate analysis, students’ conceptual understanding skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model, and student s ’ mathematical communication skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model. Keywords: TTW, Multimedia, Conceptual Understanding, Mathematical Communication

This research aims to determine the feasibility and effectiveness of the application of learning using social arithmetic teaching books with Realistic Mathematics Education (RME) approach based on Open-Ended problem. The research design used in this research is Research and Development (R and D) with Plomp model. Subjects in this study were students of Class VIII SMP Islam Terpadu Askhabul Kahfi 2017 / 2018. implementation design using Posttest Only Control-Group Design. The analysis used in the form of analysis of expert validation results and effectiveness test. Post test results on the class performed by the action are compared to the non-action class and to ensure it is done by (1) Complete Test, (2) Different Test, and (3) Simple Linear Regression Test. Based on the results of research and discussion, obtained the conclusion that (1) Arithmetic learning devices with RME approach developed valid is used based on the expert expert judgment. And according to the results of small and large class test, and (2) Arithmetic learning tools with RME approach developed effectively. This is indicated by (a) the average value of evaluation of classroom communication skills using 73, 42 (μ 70) and 76,6% (π 75%) classical completeness; (b) the average rate of classes using the application of mathematics learning tools with RME approach based on open-ended problem (73,42) is greater than the class that does not use the application of mathematics learning tool with RME approach based on open-ended problem (64,57) and (c) from the regression test obtained tcount = 2.012, tcount (2.012) ttable (1.99834).

This research aims to investigate the enhancement of students’ mathematical communication under metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in Bandung. In this study, there were two groups of subjects: experimental and control groups. The experimental group consists of 60 students under metacognitive scaffolding approach, while the control group consists of 58 students under direct approach. Based on the prior mathematical ability, the students were classified into three levels, namely high, midlle, and low. Data collection instrument used mathematical communication test. The conclusions of the research are: (1) there is a significant difference in enhancing mathematical communication ability between students who attended the course under metacognitive scaffolding approach and those under direct approach, and (2) there was no significant interaction effect between teaching approaches and ability levels based on prior knowledge in enhancing students’ mathematical communication.

Based on data from observation and interview with lecturer who teaches mathematics course on the subject under study, it was found that students' mathematical communication ability is still low. This study aims the students’ mathematical communication ability through Concept Attainment Model learning. The method in this study is two groups randomized subject post-test only. The number of subjects in this study were 82 students. The Kolmogorov-Smirnov test, Levene test, t test, ANOVA one and two-way were used to analyse the data. The results of this study showed that (1) there is difference grade on the student’s mathematical communication ability between experimental group and conventional group as a whole, (2) there is no difference on the students’ mathematical communication ability of experimental classes based on their Prior mathematical knowledge (PMK); (3) there is no interaction between the learning that is used with the students’ prior mathematical knowledge on the students’ mathematical communication ability. The concept attainment model provides a better influence on students’ mathematical communication ability, it is also necessary to see the influence of the concept attainment model on students' high-level mathematical thinking ability.

This research was motivated by the difficulties of junior high school students in linear equation system material. The focus of this research is to produce the Hypothetical Learning Trajectory (HLT) system of linear equations based on the development of Learning Trajectory (LT) with the aim of research to improve students' mathematical communication skills. Research method used design Research with 3 phases: Preliminary design, teaching experiment, and retrospective analysis. The subject of study in SMP grade VII in Tasikmalaya district. This research uses the instrument of communication skills test students. Processing of research data using test-T. Based on the results of the research obtained: (a) HLT results from the development of LT linear alignment system in RME to improve student mathematical communication skills; and (b) students who acquire RME learning have increased mathematical communication skills greater than those who acquire conventional learning.

The purpose of this study is to determine wether the improvement of students' mathematical communication skills using the IMPROVE learning model is better than the improvement of students' mathematical communication skills using the conventional method, and also to find out the students' thinking habits towards mathematics learning through the IMPROVE learning model. This research was conducted at SMPN 1 Bojongpicung grade VII of the 2018-2019 school year. The method used is a quasi experiment method with nonequivalent pretest-posttest control group design research. This research involved a sample of 64 students divided into two classes . One class as the experimental group that received learning with the IMPROVE learning model and then another one as the control group that was used the ordinary learning method . Sampling is done by purposive sampling technique. To get the data of the research results , the researcher used a mathematical communication ability test instrument and questionnaire for students' thinking habits. Data processing enhances students' mathematical communication skills using Mann Whitney, habitual data thinking students use the percentage of answers for each student. Based on data analysis, the improvement of students' mathematical communication skills using the IMPROVE learning model is better than increasing students' mathematical communication skills using conventional method , and students' thinking habits are positive towards the learning mathematics using the IMPROVE learning model.

The purpose of this study was to analyze the effect of the metacognitive approach on the ability of students to represent mathematics learning. This research is a non-experimental study. The study population was students of Kupang Nusantara Health Vocational School. The sample of this study was the tenth grade students of Kupang Health Vocational School. The method of collecting data collected by researchers is Tests and Interviews,where tests are used to determine students 'mathematical representation abilities and interviews are used to reinforce the test results of students' mathematical representation abilities. The data in this study were tested using the Paired Sample T Test. It can be concluded that learning with a metacognitive approach influences students' representational abilities. This can be proven in the results of the analysis of the Paired Sample T-test. It is known that the average score of the prest-test ability of representation is 12.16 and the post-test ability of students' mathematical representation is 24.73. the conclusion there is a significant influence on mathematical communication skills and students' mathematical representation abilities.

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

The purpose of this study was to determine the mathematical communication skills of class VII students at Muhammadiyah Middle School in Pasir Penyu. This type of research is a Quasi Experiment with the design of Randomized Subject Posttest-Only Control Group Design. The data analysis technique in this test uses the t-test. Based on the calculation of the hypothesis test shows the significant value of the sample class is 0.003

This descriptive qualitative study aims to describe the metacognitive and communicative abilities of the third-semester students of Mathematics Education of UIN Sunan Ampel Surabaya. Forty students were given a test consists of 2 essay problems of number theory. Three of the answer sheets that each one representing students with high, medium, and low scores were analyzed. Findings show that the students' ability in both aspect are unsatisfactory regardless of their different scores. They are don't show their understanding of the concepts and principles of number theories, some of them still use mathematical terms and notes, and the majority still have the wrong calculation because they not use the complete and correct algorithm. The students' ability in mathematical communication is poor because they can't write the correct mathematical symbols and can't put the mathematical ideas in an acceptable, logical order. They have written the answers that seem to the right answers, but the arrangement of the answers is irrational and jumping, resulting in the answers in low comprehensibility.

The objective of this study was to describe the mathematical communication skill of junior high school students to solve mathematical problem using an assimilation and accomodation framework. This study use qualitative research method. The research data were obtained by giving a mathematical problem to 7th grade students of SMPN 40 Padang, West Sumatera. Methods use for data collection, were test, think aloud and interview. Data that had been collected were analyzed using an assimilation and accommodation framework. Based on data analysis, it was found that were three forms of student’s mathematical communication skill, namely (1) pseudo mathematical communication skill, (2) Inappropriate pseudo mathematical communication skill, and (3) imitation mathematical communication skill.

This study concerned on the influence of constructivism and student self-efficacy approach to mathematical communication. The ability of mathematical communication and self-efficacy of student-controlled students is very important for students. This research sought to examine (1) the influence of learning approach of constructivism to mathematical communicative ability, (2) the influence of student self-efficacy toward student's mathematical communication ability, (3) influence of constructivism and student self-efficacy approach to students' mathematical communication ability. This is a quantitative research employing the pretest-posttest non-equivalent control group design, the population in this study is all Year 7 students of junior high school. Data collection was done by student mathematical communication skills test and student self-efficacy attitude scale. This study found that the use of constructivism and self-efficacy approach significantly influence students' mathematical communication skills and there is no interaction between students’ mathematical communication skills and self-efficacy using the constructivism learning approach.

This study aims to (1) improve students' mathematical communication skills through the STAD Type Cooperative Learning Model with the Reciprocal Teaching Approach in MTs Islamiyah Medan, (2) describe the process of implementing the STAD Type Cooperative Learning Model with the Reciprocal Teaching Approach at MTs Islamiyah Medan. This research is a class action research with 31 students of VII-2 MTs Islamiyah Medan subject. Instruments used include learning implementation observation sheets, mathematical communication observation sheets, and mathematical communication test questions. Implementation of the STAD Cooperative Learning Model with the Reciprocal Teaching Approach includes: (1) Initial Activities: the teacher conveys apperception and motivation regarding the material to be studied; (2) this activity: group work which includes Clarifying discussion, Predicting discussion Questioning discussion, Summarizing discussion, discussion of LKS questions, and group percentage; (3) Closing: the teacher together with students draw conclusions on the material that has been learned. After learning takes place there is an increase in students' mathematical communication skills. This can be seen from the results of observations of the implementation of learning an increase in the percentage from cycle I to cycle II amounted to 90.90% to 94.45% with a very good category of accuracy. Furthermore, the results of observations of students' mathematical abilities also increased from cycle I by 75.00% (good category) to 82.41% (good category) in the second cycle. This is in line with the results of a mathematical communication test that has increased after the second cycle, which is as many as 27 students or 64.52% of the number of students in class VII-2 has increased in total scores to good categories.Keywords: Mathematical Communication, Cooperative, STAD, Reciprocal Teaching.

This study aims to examine the mathematical communication skills of students whose learning using Problem Based Learning approach GeoGebra assisted compared with using ordinary learning. This research is using the experimental method. Population in this research is a student of class X SMAN 1 Parongpong West Bandung academic year 2017/2018 with a sample of research is a student of class X SMAN 1 Parongpong consisting of class X Mia 1 as control class and X Mia 4 as experiment class is taken at random. The instrument used in this research is a test of mathematical communication ability in the form of problem description as much as 8 questions, as well as Self Confidence scale. Data were analyzed using IBM SPSS Statistic 1.7 for windows program. From this research, the following results are obtained: (1) Improvement of mathematical communication ability of students whose mathematical learning using geographic assisted PBL approach is better than using ordinary learning. (2) Increased self-confidence of students using geographic-assisted PBL approach is better than students using conventional learning Keywords: Communication Ability, Self Confidence, Problem Based Learning, Geogebra

The aim of this study are to, know the effect of Think Talk Write learning model with Batak Toba culture context toward student mathematical communication skill significantly, know the effect of beginning mathematical skill (High, Medium, Low) toward student mathematical communication skill, know whether there is interaction between (TTW, Conventional) learning model and beginning mathematical skill (High, Medium, Low) toward student mathematical communication skill significantly. The data analysis is done by two way of analysis variance (ANAVA). The result of study shows, there is effect of Think Talk Write learning model with Batak Toba culture context toward student mathematical communication skill significantly, there is effect of mathematical beginning skill (High, Medium, Low) toward student mathematical communication skill, there is no interaction between (TTW, Conventional) learning model and mathematical beginning skill (High, Medium, Low) toward student mathematical communication skill significantly. The test instrument of this study is student mathematical communication skill.

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.

Komunikasi matematis merupakan kemampuan siswa untuk menerangkan ide-ide matematika baik secara lisan maupun tertulis. Namun kemampuan komunikasi matematis siswa saat ini masih sangat rendah jika dibandingkan dengan negaranegara lain. Tujuan penelitian ini adalah untuk mengetahui apakah terdapat perbedaan peningkatan kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran kooperatif tipe Question Students Have atau tipe Fishbowl, dan mengetahui respon siswa terhadap model pembelajaran. Sampel dalam penelitian ini adalah siswa kelas VA dan VC, SD KARTIKA X-3 Parongpong, Bandung Barat. Instrumen yang digunakan adalah tes kemampuan komunikasi matematis berupa soal uraian terkait dengan materi “Pengumpulan dan Penyajian Data Tunggal”. Uji statistik yang digunakan adalah uji beda dua ratarata, t-tes pada taraf signifikan 0,05. Hasil penelitian menunjukkan bahwa (1) Peningkatan kemampuan komunikasi matematis siswa melalui model pembelajaran kooperatif tipe Question Students Have dan tipe Fishbowl berada pada kategori sedang. (2) Tidak terdapat perbedaan yang signifikan pada peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh model pembelajaran kooperatif tipe Question Students Have dan siswa yang memperoleh model pembelajaran tipe Fishbowl. (3) Respon siswa terhadap pembelajaran matematika dengan mengunakan model pembelajaran kooperatif tipe Question Students Have berada pada kategori “suka” dan tipe Fishbowl berada pada kategori “sangat suka”. Kata Kunci: Komunikasi Matematis, Pembelajaran Kooperatif, Question Students Have, Fishbowl

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.

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

This research is motivated by the low mathematical communication skills of prospective elementary school teacher students. The purpose of this study is to see the achievement and improvement of students' mathematical communication skills using YouTube videos and those using conventional learning. This study used a quasi-experimental method with a non-equivalent pretest and posttest control group design. The population in this study were all students of second semester elementary school teacher candidates at one of the private tertiary institutions in Cimahi City. While the sample in this study were 60 students of second semester elementary school teacher candidates. The instrument used in this study was a test of mathematical communication skills. The results showed: 1) achievement and improvement of mathematical communication skills using YouTube videos was better than conventional learning; 2) Students can be confident, active and motivated in learning mathematics with YouTube videos.