The Development of Problem-Based Learning Interactive Teaching Material to Improve Mathematical Communication Skills and Learning Resilience

Mathematics is a very abstract lesson and is always connected with numbers and formulas. Many students feel unhappy about mathematics and find difficulties in solving problems in the form of tables, stories, and diagrams. Learning method that can help students in improving mathematical communication and mathematical dispositions can be done through the application of discovery learning models. The purpose of this study was to determine the improvement of students' mathematical communication and disposition abilities taught with discovery learning models. This study useda quantitative approach with the type of experimental research and the research design usedtrue pretest and posttest design type experiments. The population in this study were all eighth grade students of SMP N 2 Sigli. The sample was chosen randomly from two classes:classes VIII2 and VIII3. 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 wasno interaction between discovery learning model and the level of students towards improving communication skills and mathematical dispositions. Therefore, mathematics teachers in SMP N 2 Sigli who teach in class VIII can use discovery learning models in learning to build the next flat side space. Futureresearchers should conduct research at other schools in order to improve students' mathematical communication skills in mathematics learning.

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 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.

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.

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 students' self-confidence are still considered low, even though both are essential in learning mathematics. This study aims to determine the effect of the role-playing model on these two abilities. The method used is a quasi-experimental design with a randomized pretest-posttest control group. The population of the study includes all seventh-grade students at a private junior high school in Medan, consisting of five classes with a total of 185 students. The sample was selected using cluster random sampling, with classes VII-1 and VII-4, each consisting of 30 students, assigned as the experimental and control groups, respectively. The instruments used were a mathematical communication skills test and a student self-confidence questionnaire. Data were analyzed using an independent t-test. The results showed a significant difference between the experimental and control groups. The average improvement in mathematical communication skills in the experimental group was 74.48%, which was higher than that of the control group at 54.46%. Students' self-confidence also increased more in the experimental group (65.07%) compared to the control group (23.69%). It can be concluded that the role-playing model has a positive effect on improving students' mathematical communication skills and self-confidence. Therefore, teachers are encouraged to implement the role-playing model in mathematics learning, especially in contextual materials that require active student engagement.

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 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 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.

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.

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

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.

The low mathematical communication skills of students should be the main issue that should be of concern to an educator. Learning should be designed through problems that allow students to be able to do better mathematical communication. This study aims to produce an E-LKPD with a Problem-Based Learning approach based on Jambi culture with valid, practical, and effective quality to improve students' mathematical communication skills. The subject of this research is class VIII MTsSBustanulUlum in even semester 2023/2024. This type of research is Research and Development with the ADDIE model. The results of this study indicate that the quality of E-LKPD developed has valid, practical, and effective categories. The validity can be seen from the results of expert validation in the field of media and learning materials which show that E-LKPD is good and feasible to use, practicality can be seen from the perceptions of students and teachers who give positive responses to the E-LKPD developed and effectiveness can be seen from the increase in students' mathematical communication skills by comparing the pree test and post-test scores with the N-Gain test with an acquisition of 0.50 with a moderate category. Thus to improve students' mathematical communication skills can use E-LKPD with a problem-based learning approach based on the Jambi culture that has been developed.

Students' mathematical communication skills are still unsatisfactory, the average student error shows an error in expressing daily events in the language of mathematics. This is due to a lack of student understanding of the material that has been taught, and the level of students' creativity in recording important concepts contained in the content of the subject matter is still not satisfactory, student records tend to be still boring. The purpose of this study are: (1) to describe the implementation of mind mapping in the scientific approach to improve students' mathematical communication skills, and (2) describe the results of the assessment of mathematical communication skills that occur in students after learning is done with mind mapping in the scientific approach. The type of research that the author is doing is included in classroom action research (CAR). The author uses interview, observation, test and documentation methods. As for the analysis, the author uses descriptive qualitative analysis techniques, namely in the form of qualitative data and quantitative data that the author obtained during direct observation in the field. The research findings show that the application of mind mapping in the scientific approach can improve mathematical communication skills in students of Jambi City Vocational High School 9. (1) The process of implementing mind mapping with a scientific approach to improve students' mathematical communication skills can run smoothly as planned. The application of mind mapping has provided new experiences for students and teachers and provides several benefits, the benefits of mind mapping obtained include: students become the spirit of learning, students easily remember lessons and students gain drawing experience to find the relationship between one concept and another concept and the teacher easier to explain the subject matter to students; (2) on the assessment of students 'mathematical communication skills, from quantitative data the acquisition of scores on students' mathematical communication obtained a high enough value, namely in the first cycle the average value obtained was 75.87 or around 77.2%, in the second cycle there was an increase namely 80.1 or around 87.1%.Keywords: Mind Mapping, scientific approach, and mathematical communication skills

This research will be conducted at Yapim Pandan Private High School. Population is all data that concerns us in a scope and time that we determine. The purpose of this study was to determine the effect of the problem-solving learning approach on students' mathematical reasoning and communication skills on SPLDV material. Where the hypothesis of this study is that there is a significant effect of the problem-solving learning approach on students' mathematical reasoning and communication skills in SPLDV material in class X SMA Swasta Yapim Pandan. To achieve this goal, researchers first conducted a pre-test with the aim of knowing the initial ability of the experimental class (X IPA 1) and the control class (X IPA 2). The results showed that the design of the learning model that had been designed was good to use. By looking at the tcount value, it is concluded that there is a significant effect of the problem solving learning approach on students' mathematical reasoning and communication skills on SPLDV material in Class X SMA Swasta Yapim Pandan T.P 2019/2020. These results indicate that learning mathematics using a problem- solving learning approach is better than the conventional learning model on students' mathematical reasoning and communication skills on SPLDV material in Class X SMA Swasta Yapim Pandan T.P 2019/2020.