This article will discuss the communication skills of SMP IT Al Ikhwan students in class VII-1 and VII-2 each with a total of 32 students, after being given learning through RME. Determination of the sample is done by simple random. The research instrument used in this study was a test that was statistically analyzed using N-Gain. After carrying out a series of activities starting from the pretest, treatment and posttest, it can be concluded that the use of RME was apparently good for improving mathematical communication skills as seen from the N-Gain acquisition for each class that was sampled. The learning process that uses RME opens opportunities for students to be able to play a more active role in expressing themselves in solving mathematical problems and realistic mathematics education gets a very good response, students really like it and feel very excited.
The purpose of this study is to determine the relationship between students' motivation to learn and their mathematical problem-solving abilities based on their gender. This study employs a quantitative method with a correlation survey approach to assess students' motivation and mathematical problem-solving abilities. It involves 73 students from Madrasah Tsanawiyah. The data analysis technique used in this study was the product-moment correlation test, which yielded a value of 0.001 for sig.(2-tailed). Means 0.001 0.05, Ha is accepted, and H0 is rejected based on male students. The value of sig. (2-tailed) is 0.003, meaning 0.003 0.05, Ha is accepted, and H0 is rejected based on female students. And the value of sig.(2-tailed) is 0.000, meaning 0.000 0.05 then Ha is accepted, and H0 is rejected. There is a significant positive correlation between learning motivation and mathematical problem-solving with a correlation coefficient value of 0.435 then the level of correlation between variables is a moderate correlation. The coefficient of determination test is (0.435)2 x 100% = 18.92%. This means that only 18.92% of the contribution of the independent variable, namely learning motivation, to the dependent variable, is the student's mathematics learning outcomes and other things influence 81.08%.
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