Analysis of students’ mathematical communication skill in calculus course

Rusyda, Nurul Afifah; Ahmad, Defri; Rusdinal, R.; Dwina, Fitrani

doi:10.1088/1742-6596/1554/1/012043

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…In line with the research of Fazzilah et al (2020), which states that the cause of students not being able to evaluate problems is that students do not know the process of solving problems even though students are correct in determining the formula and appropriate in carrying out procedures. Rusyda et al (2020) state that weaknesses cause the weak communication skills of students in expressing mathematical ideas and relationships due to the difficulty of interpreting numerical symbols, variables, and so on, which are influenced by experience.…”

Section: Discussionmentioning

confidence: 99%

The development of PISA-like problems using immunity context during pandemic

Tanjung

Zulkardi

Putri

2023

jel

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The quality of education in Indonesia has yet to be able to balance the importance of mathematical literacy. It can be seen from the OECD's data that a mathematical literacy achievement score of 379 shows that the literacy ability of Indonesian students is still low. This research aimed to develop PISA-like problems that are valid and practical and potentially affect mathematical literacy skills using the context of immunity during a pandemic. This research used the Inquiry-Based Learning (IBL) model in small group and field test stages. The subjects in this study were eighth-grade students aged 13-15. The data were analyzed qualitatively through observations, interviews, and tests. This study produces one unit of sharing task and jumping task and three evaluation problems with characteristics of the content used, name change and relationship, and personal and social contexts. Levels by the framework PISA 2022, namely levels 3, 4, and 5, are process competence and mathematical literacy skills. Using language following language standards can be understood and interpreted well by students. Thus, this research produces the developed PISA-like problems that are valid and practical and potentially affect mathematical literacy skills and life skills in dealing with the pandemic.

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Section: Discussionmentioning

confidence: 99%

The development of PISA-like problems using immunity context during pandemic

Tanjung

Zulkardi

Putri

2023

jel

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“…And the way to improve students' mathematical communication is by applying strategies, methods, and learning tools (Rusyda et al, 2020), especially in minimum competency assessment materials. So that students have become accustomed to numeracy literacybased questions such as minimum competency assessment questions.…”

Section: Subjects With Low Mathematical Communication Ability Had Dif...mentioning

confidence: 99%

Analysis of Students' Difficulties In Solving Minimum Competency Assessment Questions In Terms of Mathematical Communication Skills

AL-Ashri,

Awalludin

2023

Mathline

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The minimum competency assessment is used in developing students' numeracy literacy skills to have 21st-century skills. However, students' difficulties in solving minimum competency assessment questions will cause unsatisfactory results. Therefore, it is necessary to analyze further students' difficulties in solving the minimum competency assessment questions, including mathematical communication skills. This study used qualitative research methods with descriptive analysis techniques to examine these difficulties. The data collection techniques used were observation, tests, and interviews. The research was conducted by giving students a minimum competency assessment test, and then the results were analyzed so that six research subjects were obtained. Then interviews were performed according to the guidelines that had been made for the six subjects. The results showed that subjects with high communication skill categories needed help compiling solution ideas and complete answers written by students. Then subjects in the medium category had difficulty in three indicators: linking the information given into mathematical concepts, compiling mathematical ideas, and generalizing. Meanwhile, subjects in the low category experienced difficulties in each indicator, and most did not answer the questions. So it is concluded that subjects with high communication ability categories have fewer difficulties when solving minimum competency assessment questions than subjects with medium and low levels.

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“…Learning mathematics aids in developing students writing and verbal skills, especially those related to symbols and solutions to visual and verbal representations (Rusyda et al, 2020). The students are expected to apply various forms and models of communication in generating and sharing ideas.…”

Section: 4mentioning

confidence: 99%

The Students’ Mathematics Communication Skill Performance After GeoGebra-Assisted EPIC-R Learning Implementation

Mujiasih

Waluyo

Kartono

et al. 2021

IJLTER

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Mathematical communication is a fundamental skill needed by students. An application of ICT-based learning media, such as GeoGebra, using correct approach may increase mathematic communication. Therefore, this research aimed to analyze the effect of GeoGebra-assisted EPIC-R learning in improving students' mathematical communication skills. The study was sequential and explanatory research consisting of a sample size of 35 students from the Mathematical Education program at UIN Walisongo. The treatment class was treated using GeoGebra-assisted EPIC-R learning in geometry courses. Mathematical knowledge was observed from students’ communication skills while explaining answers to an assignment and formative assessment. The GeoGebra and formative assessment were used as the X1 and X2 variables. Meanwhile, students' answers from the formative assessment worksheet, which consists of their communication level, are used as the Y variable. The results showed that the X1 and X2 variables significantly affected Y by 24%, which means that applying GeoGebra-assisted with EPIC-R learning increases students' understanding of geometry and mathematical communication skills. However, this research is limited by providing significant reasons why students provide incomplete and insufficient answers. Therefore, further studies need to be carried out to understand students' mathematical communication by observing their main problems in explaining solutions.

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Analysis of students’ mathematical communication skill in calculus course

Cited by 5 publications

References 5 publications

The development of PISA-like problems using immunity context during pandemic

The development of PISA-like problems using immunity context during pandemic

Analysis of Students' Difficulties In Solving Minimum Competency Assessment Questions In Terms of Mathematical Communication Skills

The Students’ Mathematics Communication Skill Performance After GeoGebra-Assisted EPIC-R Learning Implementation

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