Improving student mathematics communication ability through problem based learning assisted by Augmented Reality based on culture

The implementation of Education for Sustainable Development (ESD) requires students to have higher order thinking skills (HOTs), which remain challenging for many Indonesian students. One key component of HOT is mathematical communication skills, which can be improved through the Problem-Based Learning (PBL) model. From an Islamic perspective, Sedekah (Sedekah) represents an act of giving that aligns with the Sustainable Development Goal (SDG) 1 objective of poverty alleviation. This study aims to determine the differences in enhancing mathematical communication skills and students' awareness of No-Poverty through PBL learning in the context of Sedekah in Islamic and Regular Schools. This study employed a quantitative approach and a quasi-experimental research design. The population was all students in one Regular School, Banda Aceh and one Islamic School, Aceh Besar, Aceh, Indonesia. This sample included 56 students in an experimental class and 56 in a control class. The instruments in this study were a mathematical communication skill test and a questionnaire assessing students' awareness of No-Poverty. The hypothesis was tested using MANOVA, the Independent t-test, and the two-way ANOVA. The effect size of PBL learning was determined based on the Cohen-d effect size calculation. The findings reveal a significant difference in the improvement of mathematical communication skills and awareness of poverty alleviation between students in regular and Islamic schools. However, no interaction was found between the PBL model contextualized in sedekah and students' educational levels regarding mathematical communication skills and awareness of poverty alleviation. These results suggest that the PBL model effectively enhances students' mathematical communication skills and awareness of poverty alleviation.

Most students think of mathematics as a complicated and burdensome subject, so there tends to be a lack of interest in studying mathematics. Mathematical communication skills become one of the important things in learning. Therefore, so that math learning like, need made an effort to adopt learning strategies that can improve. Mathematical communication skills of elementary school students. This study aims to determine the differences in which learning strategies result in higher mathematical communication skills between students and students Brain Based Learning with conventional learning strategies. This research is a type of quasi-experimental research (quasi-experimental). Sampling with cluster random sampling technique. The data analysis technique used normality, homogeneity, hypothesis testing and statistical hypotheses. The conclusions of this study are as follows: 1). An increase in the average value of 58.15 experienced by the experimental class with Brain Based Learning strategy higher than the average value of the control class of 14.9. So that the mathematical communication skills of students in the experimental class in mathematics experienced a significant increase compared to the control group; 2). The results of statistical calculations obtained t count is 8.25 and the value of t table is 1.99 which is smaller than the value of t count, so Brain Based Learning strategy has a positive impact on the mathematical communication skills of class V in mathematics learning.

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.

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.

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.

Lack of students 'social skills makes students' mathematics learning less optimal. The learning model that is carried out is often not maximizing the learning process-oriented towards mathematical communication skills. This makes the teacher strive for a learning method or strategy to foster students' social skills and mathematical communication skills. The Pair Check method is one of the learning methods expected to train and improve students' social skills and mathematical communication skills. The subjects of this study were 24 students of class VII B MTs Riyadlul Ulum Bendungan. The results showed that: (1) students social skills had a percentage of 74.05% with the "most" criteria, which means that most of the students had quite good social skills. At the same time, students' mathematical communication skills have a percentage of 49.55% in the less category. (2) the application of the pair check method can improve students' social skills and mathematical communication. This can be seen from the post-tests average value, which is greater than the pretest, namely pretest posttest or 13.88 19.58. (3) the application of the pair check method has implications for the social skills and mathematical communication skills of students at MTs Riyadlul Ulum Bendungan. This can be seen from the results of the questionnaire and the test results after the pair check method was applied. It was better than the questionnaire results, and the test results before the pair check method were applied

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.

The cooperative learning model of Think Pair Share assisted by WinGeom provides an opportunity for students to develop their mathematical communication skills during the learning process. This study aims to determine the effect of implementing the Think Pair Share cooperative learning model assisted by WinGeom on mathematical communication skills among junior high school students in Geometry. The research uses a quasi-experimental design with pretest-posttest 1, 2, and 3. The population of this study consists of grade VIII students at SMP Negeri 7 Serang City. The sample includes students from classes VIII-A and VIII-B class was selected randomly. Data collection techniques used mathematical communication skills tests. This study compares Think Pair Share assisted by WinGeom with conventional learning methods. ANOVA was used to analyze the effectiveness of the two learning methods. ANOVA test results for each posttest indicate that Think Pair Share assisted by WinGeom has a different effect compared to conventional learning. The study results show a significant difference between the average mathematical communication skills of students in the experimental class and the control class. This means that the cooperative learning model of Think Pair Share assisted by WinGeom has an impact on junior high school students' mathematical communication skills. In the future, this learning method could be a solution for teachers worldwide to improve students' learning achievements, particularly in mathematical communication skills. Keywords: Think pair share model, WinGeom, Mathematical Communication, Cooperative

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.

This study aims: (1) To find out whether the Realistic Mathematics Learning approach influences students' mathematical communication skills. (2) To find out whether the increase in students' mathematical communication skills with the Realistic Mathematics Learning approach is higher than conventional learning. This type of research is experimental research using pretest-posttest control group design. The study population was all VII grade students of YPAK Galang SPM consisting of three classes. The research sample was selected using simple random sampling technique, so that the VII-A class as the experimental class and VII-C class as the control class were obtained with 37 students each. The data used in this study are quantitative data. Based on the analysis of the research data, the following results are obtained: (1) the results of the regression analysis obtained by the equation (Y) = 36,945 + 1,003X. And from the results of the correlation obtained that Realistic Mathematics Learning has a positive effect with a correlation coefficient of 0.944 and a coefficient of determination of 89.1%. So it can be concluded that Realistic Mathematics Learning influences students' mathematical communication skills. ; (2) the results of the t-test analysis with the value of t count = 4.489 and t table = 1.666 which means t count> t table, then the hypothesis Ho is rejected. So it can be concluded that the mathematical communication skills of students taught by Realistic Mathematics Learning are higher than the mathematical communication skills of students who are taught by conventional learning.

In the global era, vocational students are required to be able to compete and have more abilities. One of them is mathematical communication skills in learning mathematics courses. However, vocational students’ mathematical communication skills are low because students find it difficult to put mathematical problems into mathematical ideas or ideas. Adversity Quotient (AQ) is intelligence in facing difficulties. The Osborn model is a learning model that prioritizes students to have an opinion. Osborn’s learning model with brainstorming techniques can train students to create ideas in a short time. This study aims to test the effectiveness of Osborn’s learning in improving mathematical communication. The method used in this research is the Concurrent Embedded Strategy Mix Method. The subjects of this study were students of AKN Pacitan. Based on the data analysis, it was found that the effectiveness of learning was seen from the completeness of the students’ mathematical communication skills, 1) Osborn learning proved to be effective because of a) more than 75% of the experimental class students achieved completeness, b) the average value of the experimental class mathematical communication skills was better than in the control class, c) AQ in the experimental class is better than the control class and d) the difference in communication skills at the beginning (pre-test) and the end (post-test) of the experimental class is better than the control class. 2) The subject of the quitter category has not been able to meet almost all indicators, the camper category is quite capable of several indicators, and the climber category can meet all indicators of mathematical communication.

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 study was motivated by the low mathematical communication skills of students in class VIII MTsN Padang Panjang City. The purpose of this study was to determine the mathematical communication skills of students who learn with the Realistic Mathematics Education (RME) approach. This research is an experimental research with randomized control group only design. The population in this study were all students of class VIII MTsN Kota Padang Panjang, after testing normality, homogeneity and equality of means and the results were significant, then sampling was carried out by drawing, so that VIII-E was obtained as the control class and VIII-G as the experimental class. The instrument used was a mathematical communication ability test. The data analysis technique used was one-way t-test. Based on the results of hypothesis testing with t-test, obtained ttable = 1.67 and tcount = 2.42 so that tcount ttable then H0 is rejected and H1 is accepted. It can be concluded that students' mathematical communication skills are higher when learning by using the Realistic Mathematics Education approach than students who learn by using a scientific approach in class VIII MTsN Kota Padang Panjang.

Based on the observations that have been made, it is shown that students' mathematical communication skills are still relatively low so that an innovative learning model is needed to improve students' mathematical communication skills. This study aims to see whether the improvement in students' mathematical communication skills taught with the Two Stay Two Stray cooperative learning model is higher than the mathematical communication skills of students taught with the Think Pair Share cooperative learning model and to see how the improvement in mathematical communication skills taught with the two models. This study is a study that is included in the quasi-experimental category with a pretest-posttest control group design. The subjects in this study were 62 students in grades VIII-A and VIII-E of SMP Negeri 4 Balige. Based on the research that has been done, the results of the N-Gain test were obtained with an average N-Gain value in experimental class 1, namely 0.813 in accordance with the Gain index criteria in the high category and the average N-Gain value in experimental class 2, namely 0.693 in accordance with the Gain index criteria in the medium category. Based on the research that has been done, because the data is normally distributed and homogeneous, the hypothesis test is carried out using the t-test. Through the t-test that has been done, it was obtained that , namely 2.465>2.000. Therefore is rejected, which means that the increase in mathematical communication skills of students taught with the Two Stay Two Stray cooperative learning model is higher than those taught with the Think Pair Share cooperative learning model.

Tujuan penelitian ini adalah untuk mendeskripsikan (1) keefektifan pembelajaran missouri mathematics project dengan pendekatan problem solving (MMP-PS) terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa, (2) keefektifan pembelajaran missouri mathematics project (MMP) terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa, dan (3) perbedaan keefektifan pembelajaran MMP-PS dengan MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa. Pendekatan penelitian ini merupakan kuantitatif dengan jenis penelitian quasi eksperimen.Keefektifan pembelajaran MMP-PS maupun MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis menggunakan uji t satu sampel. Perbedaan keefektifan pembelajaran MMP-PS dengan MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa dianalisis menggunakan MANOVA.Hasil penelitian menunjukkan bahwa pembelajaran MMP-PS efektif terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa. Pembelajaran MMP tidak efektif terhadap kemandirian belajar, tetapi efektif terhadap kemampuan komunikasi matematis. Selain itu, terdapat perbedaan keefektifan antara pembelajaran MMP-PS dan MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa. Hasil uji lanjut menunjukkan pembelajaran missouri mathematics project dengan pendekatan problem solving lebih efektif dibandingkan dengan pembelajaran missouri mathematics project terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa.