Communication and Mathematical Disposition Ability throughDiscovery Learning Model in Junior High Schools

This research is purposed to see the effect of a Contextual Approach in improving not only students’ understanding and communication ability but also their self-reliance in learning mathematics. The method used in this research is quasi-experiment with non-equivalent control group design. This research has been carried out at one junior high school in Cianjur with all of its ninth classes as the population. Out of these classes, two classes are taken as the samples, namely the experimental class and the control class. The Instrument used in this research is a set of tests to evaluate the students’ mathematical communication and understanding skills which have been tested beforehand. The data are obtained through the exposure of these mathematical understanding and communication skills tests. In processing the data, t-test, two-lane ANOVA, and regression have been administered. The result of the research shows that the students' mathematical understanding and communication in experiment class have improved and are better than the control class. The result has also shown that there is not any relationship between mathematical understanding skill and learning self-reliance. However, the result shows that there is a correlation between mathematical communication skill and learning self-reliance.

Purpose: Mathematics is a compulsory subject in education due to its extensive application in daily life. However, in reality, many students still face difficulties in understanding and learning mathematics. One of the key competencies in mathematics education that students need to master is mathematical communication skills. This study aims to analyze the effect of applying the constructivism approach on the mathematical communication skills of grade VIII students at SMP Negeri 1 Bayang Utara. Method: This study uses a quasi-experimental method with a randomized control group only design. The population in this study is all grade VIII students, and the sampling technique is carried out by saturated samples. The sample consisted of two classes, namely an experimental class that used a constructivist approach and a control class that used conventional learning methods. The research instrument is in the form of an essay test that measures students' mathematical communication skills. Findings: The results showed that the average mathematical communication ability of students in the experimental class (81.67) was higher than that of the control class (71.64). Statistical tests with t-tests showed that there was a significant difference between the two groups at a real level of α = 0.05. This proves that the constructivism approach has a significant positive influence on students' mathematical communication skills. Significance: The results of this study show that the constructivist approach enhances students' mathematical communication skills by encouraging active knowledge construction through interaction and exploration. This helps students convey mathematical ideas more effectively, improving their ability to explain problems clearly and logically. These findings imply that the constructivist approach can support the improvement of mathematical learning outcomes, particularly in communication skills, which are essential for developing critical thinking and problem-solving abilities.

This article is derived from the research result entitled “The Application of Problem Solving Approach in Improving Junior High School Students’ Mathematical Communication and Disposition Skill”. The research is purposed to see and analyze if there are some improvements in mathematical communication and disposition skill achievement of the students who have been treated using problem solving approach compared to the students who are still treated using conventional approach. The population of the research is all students at a junior high school in Subang regency. Out of these students, 40 students of class VIII D were chosen randomly as the experiment class, and 41 students of class VIII C have also been randomly chosen as the control class. The data in this research have then been analyzed using parametric and non-parametric statistic. The result of this analysis has shown that the achievement of experiment class students’ mathematical communication and disposition skill is better than the achievement of the control class students. The experiment class students’ mathematical disposition is also better than those of the control class. Lastly, the result also shows that there is some kind of correlation between the mathematical communication and mathematical disposition on the level of medium.

This study aims to determine the effect of Problem Based Learning (PBL) and Project Based Learning (PjBL) Learning Models on Students' Mathematical Communication Ability. The population in this study were all 8th grade students of SMP Negeri 1 Sukorejo in the 2021/2022 academic year. Samples were taken randomly as many as 3 classes, namely class A, B and D as the control class and the experimental class with simple random sampling technique. The research design used is Posttest-Only Control Design. The data collection used in this research is by observing, documenting, and giving written tests. The results of this study state that (1) There are differences in students' mathematical communication skills in learning mathematics using Problem Based Learning (PBL), Project Based Learning (PjBL) and conventional models. (2) Students' mathematical communication skills in Problem Based Learning (PBL) learning models are better than conventional learning models. (3) Students' mathematical communication skills in the Project Based Learning (PjBL) learning model are better than the conventional learning model. (4) There is no difference in students' mathematical communication skills in the Project Based Learning (PjBL) and Problem Based Learning (PBL) models.

This study aims to determine how the effect of STAD learning model assisted by autograph software on mathematical communication skills and mathematical dispositions in terms of gender. The sample used in this study is Senior High School PAB 4. With the method of data collection literature study. The method used is literature study. The results of this study indicate that the overall STAD learning model assisted by autograph software has an effect on mathematical communication skills and mathematical dispositions, this can be seen from the results of previous studies and strengthened by the theories of experts.

This research is based on the background that teachers still use the one-way lecture learning model which the teacher dominates, thus making students passive, lack of students' mathematical communication skills, especially in learning mathematics.. This study aims to: (1) determine the differences in the initial abilities of students in the experimental class and control class; (2) find out whether students' mathematical communication skills given the Three Step Interview type cooperative model are better than the conventional model; (3) find out how the influence of the learning model cooperative type Three Step Interview on students' mathematical communication skills. This research is an experimental study with a Nonequivalent Control Group research design. Data collection techniques using a mathematical communication ability test which consists of four question in the form of a description. Te date analysis technique was carried out by normality test, homogeneity test, average difference test, and effect size. Based on the calculation of hypothesis test 1, obtained t_(count) 1.056 and t_(table) 1.685 at a significance level of 5%, which means t_(count) > t_(table) ( 1.056 <1.685) Then H_(0) is accepted. Test hypothesis 2 obtained t_(count) 3.016 and t_(table) 1.685 at a significance level of 5% which means t_(count)> t_(table) (3.016 > 1.685) then H(0) is rejected and H(1) received. The effect size test is 0.9796, so the interpretation criteria are high. So it can be concluded that: (1) there is no difference in the initial abilities of the experimental class and control class students; (2) the mathematical communication ability of students who are given the Three Step Interview type of cooperative learning model is better than the conventional learning model; (3) the effect on the cooperative learning model Type Three Step Interview on students' mathematical communication skills is high

This study aims to: (1) analyze the differences in mathematical dispositions between students who are given a contextual learning model assisted by Geogebra and students who are given a model of cooperatif learning assisted by Geogebra at SMK Harapan Mekar 1 Medan, (2) analyze the interaction between learning and early mathematics ability (high, moderate, low) students towards improving students' mathematical communication skills at SMK Harapan Mekar 1 Medan, (3) analyzing the interaction between learning and the initial mathematics ability (high, medium, low) of students towards improving the mathematical disposition of students at SMK Harapan Mekar 1 Medan. The population of this study were all students of SMK Harapan Mekar 1 Medan in class X majoring in Automotive Mechanics and Computer Engineering. Samples were taken randomly from 6 classes, Students were selected as a sample of 2 classes, namely class X-2 as the experimental class I which was given the contextual learning model assisted by Geogebra and class X-3 as the experimental class 2 which was given the cooperative learning model assisted by Geogebra, with a total of 64 students. Data were analyzed using descriptive statistical analysis through two-way analysis. The results of this study indicate that: (1) There are differences in mathematical communication skills between students who are given a contextual learning model assisted by Geogebra and students who are given a cooperative learning model, (2) there are differences in mathematical disposition between students who are given a contextual learning model assisted by Geogebra and students who given a cooperative learning by Geogebra.

Curiosity and mathematical communication are important aspects that students must have in learning mathematics. However, many studies show that students' mathematical curiosity and communication are still low. For this reason, it is important to instil this ability in students from the time they take basic education. This study aims to increase students' curiosity and students' mathematical communication skills through the Problem Based Learning model for elementary school students. This research is a classroom action research conducted in 2 cycles, each cycle consists of 2 meetings. The subjects of this class action research were class IV students, totalling 32 students consisting of 13 male students and 19 female students. Data collection tools using tests and non-tests. The results of the observation of the curiosity of students in the first cycle are 69.05% with good criteria and in the second cycle is 84.95% with very good criteria. The results of the mathematical communication ability test of students in the first cycle were 74.06 with good criteria and in the second cycle, 84.2 with very good criteria. The results of observing teacher activities in the first cycle were 71.3% with good criteria and in the second cycle, 90.45% with very good criteria. The results of observing student activities in the first cycle were 63.5% with good criteria and in the second cycle 89.75% with very good criteria. The results of this study indicate that using the Problem Based Learning (PBL) model can increase the curiosity and mathematical communication skills of students in statistical material in class IV SD Negeri 1 Contributing.

Mathematical communication ability and learning independence is one of the things that students must have and master in order to achieve competency in learning, especially in learning mathematics. This research has the aim of improving mathematical communication skills and learning independence of class X students of Al-IHSAN Batujajar Vocational School through the development of mathematics teaching materials on sequences and series material using a problem solving approach assisted by the Canva video application. The research method used is the research and development (RnD) Plomp model. The instruments used are teaching material validation tests, mathematical communication skills tests and non-learning independence tests. The validation instruments were given to ICT experts and material experts. As for the ability and independence tests given to class X students of SMK Al-IHSAN. From the results of the study it was found that the teaching materials developed showed very valid results based on the results of ICT expert and material expert assessment and based on the results of student assessments it was found that the teaching materials were very feasible to use and received very practical criteria. In addition, the application of the problem solving approach in learning can improve students' mathematical communication skills and also student learning independence in terms of the results of post-test data analysis.

Mathematical communication skills and learning resilience are essential competencies for success in mathematics learning in the 21st century. However, Indonesian students still show low achievement in these aspects, as reflected in PISA results and classroom learning practices. This study aimed to develop and examine the effectiveness of Problem-Based Learning (PBL)-based teaching materials assisted by the Canva interactive web platform to improve students’ mathematical communication skills and learning resilience. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 60 tenth-grade students of MAN 4 Sukabumi, divided into an experimental group and a control group. The experimental group learned using PBL-based teaching materials assisted by Canva, while the control group received conventional instruction. The research instruments included expert validation sheets, student and teacher response questionnaires, a mathematical communication test consisting of four essay items, and a learning resilience scale with 30 statements. Data were analyzed using descriptive statistics and inferential statistical tests. The results showed that the developed teaching materials were categorized as very valid and highly practical. Students in the experimental group achieved higher mathematical communication scores and learning resilience compared to the control group, with moderate N-Gain improvements. Statistical analysis confirmed a significant difference between the two groups (p < 0.05). It can be concluded that PBL-based teaching materials assisted by the Canva interactive web platform are effective in improving students’ mathematical communication skills and learning resilience.

The ability of students' mathematical communication is an aspect that needs to be developed in the learning of mathematics. The purpose of this study is to obtain a description of the mathematical communication ability of class VII students in learning mathematics. This research is a qualitative research. The subject of this research is 6 students of class VII-AMTs Islamiyah Medan who come from high-ability students, medium-skilled students, and low-ability students. Data collection techniques used are observation, interview, and documentation. To know how far students' mathematical communication ability is measured based on indicator of mathematical communication ability ie (1) Ability to express mathematical ideas through oral, written, and demonstrate and visualize it; (2) The ability to understand, interpret, and evaluate mathematical ideas in writing, as well as in other visual forms; (3) The ability to use terms, mathematical notations and structures to present ideas, describe relationships with situational models. The results showed (1) subjects with high ability to have good enough mathematical communication ability on each indicator both indicator 1, 2 and 3; (2) medium-sized subjects also have good mathematical communication skills in indicators 1 and 2 and less well in indicator 3; (3) low-ability subjects have poor mathematical communication skills on each indicator.

Mathematics is a subject that must be mastered by every students because it relates to everyday life. However, many students consider mathematics to be a difficult and scary subject. Students only consider mathematics as a subject that includes numbers into the formula and the process of memorizing lessons. This results in low students' mathematical communication skills, especially in solving math tasks in the form of stories. This study aims to see the mathematical communication skills of students who are taught through the Team Assisted Individualized (TAI) type of cooperative learning model assisted by interactive media that is better than using scientific learning. The approach used in this research is quantitative. This research is a quasi experiment. The population of this study were all students of class VII and students of class VII 1 as the control class and class VII 3 as the experimental class. The samples were selected by purposive sampling. The research design used was the nonequivalent control group posttest-only design. Retrieval of data in the study using students' mathematical communication tests (posttest). Data collected from the results of the analysis test using SPSS 25 to find normality using the One-Sample Kolmogorov-Smirnov Test, and hypothesis testing using the Mann-Whitney U test. Regarding the research objectives, the results obtained from this study are students' mathematical communication skills. through cooperative learning type Team Assisted Individualized (TAI) assisted by interactive media gives an effect compared to students who get scientific learning. Based on the results of the Mann-Whitney U test, it is known that the Asymp value. Sig. (2-tailed), namely 0.001 <α 0.05.

This study aims to improve students’ mathematical communication skills through the Implementation of Numbered Heads Together (NHT) Cooperative Learning. This research was a classroom action research with the subject of 20 eighth grade students. Data collection techniques in this study are using observation sheets and mathematical communication test questions. The results of this study indicate that there is an increase in students’ mathematical communication skills from the basic score to Cycle I, from cycle I to cycle II. The percentage of students’ mathematical communication ability on the baseline score was 36.87%, at cycle I was 47.5% and at cycle II was 72.81%. Based on the results of this study, it can be concluded that the application of Numbered Heads Together (NHT) cooperative learning can improve the mathematical communication skills of the eighth grade students.

An important ability in learning mathematics is communication skills where by communicating we can express ideas or ideas, in learning mathematics a student is expected to interact actively with each other during the learning process so that learning takes place effectively, one of the things that can be sought to improve students' mathematical communication skills is to implement cooperative learning. This study aims to determine the influence of the Think-Pair-Share and Jigsaw type cooperative learning models on mathematical communication skills from the perspective of self-confidence. The research method uses a quasi-experiment with a post-test only control group design. The sampling technique uses sample purpoship. The population in this study is Class X students majoring in Light Vehicle Engineering with research samples in Class X TKR1,2 and 3 SMK Negeri 1 Gegerbitung. The instruments in this study consisted of 10 linear program material description questions to measure mathematical communication skills and 20 questionnaire statements to measure students' self-confidence in mathematics learning. Based on the results of the descriptive analysis of the research, the mathematical communication skills of students who were given Think-pair-share type cooperative learning with the research subjects obtained an average score of 30.20, standard deviation of 1.79. The Jigsaw group with 32 research subjects, obtained an average score of 28.97, standard deviation of 1.80. The Conventional Group with 28 research subjects, obtained an average score of 26.64, standard deviation of 2.16. Meanwhile, the results of the descriptive analysis for the self-confidence of the High Think-Pair-Share group amounted to 10 or 33.3, medium amounted to 19 or 63.3% and Low amounted to 1 or 3.33%, the self-confidence of the High Jigsaw group amounted to 4 or 12.5%, medium amounted to 24 or 75% and Low amounted to 4 or 12.5% and the self-confidence of the Conventional group amounted to 19 or 67.9%, while Low amounted to 9 or 32.1%. The results of hypothesis testing with Two-Way ANAVA found that there was an influence of the learning model on mathematical communication with a sign value of 0.002, there was an effect of self-confidence on mathematical communication with a sign value. 0.000, and there was no interaction between the learning model and mathematical communication. From the results of the study, it can be concluded that the Think-pair-share and Jigsaw type cooperative learning models have an influence on mathematical communication skills, there is an influence of self-confidence on mathematical communication and there is no interaction between the learning model and student self-confidence on students' mathematical communication skills.

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.