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The purpose of this research is to know the effect of learning model Generative on students mathe matical ability. This research was conducted at SD Islam At-Taubah East Jakarta. The research design used is treatment by level 2x2, with independent variable is the learning model that is Generative and conventional (expository), dependent variable is mathematical communication ability. Sampling technique used random sampling. The result of this research is first learning Generative effective to improve student communication ability so that this model can be used by elementary school teacher in building material. Second, the learning model influences students' mathematical communication skills

The aim in study was to analyze the characteristics and levels of mathematical communication of students in solving mathematical problems. This study used a qualitative descriptive study with 6 of prospective teacher, 3 students from STIKIP Bangkalan and 3 prospective teacher students from STIKIP Al Hikmah Surabaya, Indonesia. Research data collection techniques through documentation of teaching preparation assignments, and video recordings during learning to obtain verbal mathematical communication. The comparison method is still used to analyze the data through the stages of data condensation, data display, conclusion drawing, and verification. The results show that the characteristics of mathematical communication consist of accurate, complete, smooth, and systematic. Each subject has different characteristics. The prospective teacher students with high-level communication can explain accurately, completely, fluently, and systematically facts, concepts, procedures, operations, and principles. For prospective teacher students with intermediate levels of mathematical communication can explain accurately, fluently, and systematically facts, concepts, procedures, operations, and mathematical principles. Whereas for low-level prospective teacher students, they can explain mathematics accurately.

This study aims to determine the improvement of students' mathematical communication skills in online learning by using instructional video media. The study used a quasi-experimental method with a pretest-posttest control group design. The research subjects were students of class VIII in a private Junior High School in Bandar Lampung City. There are two classes in this study, namely the experimental class consisted of 33 students and the control class consisted of 33 students. The experimental class received online learning using instructional video media, while the control class used the method without giving intructional videos. The research instrument used a mathematical communication ability test. The results showed that the inprovement in mathematical communication skills in the experimental class was better than the control class

Students’ mathematical communication skills in Indonesia are still under expectation. The purpose of this study is to know the effect of using Geometer's Sketchpad Software to students’ mathematical communication skill. Collecting data was done using developed mathematical communication instrument. Moreover, 63 students were participated ini this study. The proposed hypothesis in this study is there is an effect in using Geometer's Sketchpad Software to the students’ mathematical communication skills. The independent variable in this research was Software Geometer's Sketchpad, while the dependent variable was mathematical communication ability. The results shows that there is an effect of using Geometer's Sketchpad Software to the students’ mathematical communication skill.

This descriptive qualitative research aims to analyze the mistakes of primary school teacher candidates in solving geometry problems reviewed from mathematical written communication skills. This research was conducted on 37 students who were in the 2nd semester and took 3 people as research subjects with the criteria of moderate written communication skills. Data collection techniques were carried out using tests and interviews. The written mathematical communication test was given in the form of a description where each question contains one written mathematical communication indicator. The results of this study indicated that the mistakes were: low knowledge of prerequisite concepts, lack of student experience in working on problems, weak imagination in connecting statements, and low ability to perform calculations.

This study aims to determine: (1) To determine the differences in mathematical communication of students who are taught using a realistic mathematical approach compared to conventional approaches; (2) To determine the differences in mathematical communication skills of students who have high learning independence compared to students who have low learning independence; and (3) To determine the interaction between realistic mathematical approaches and independent learning on students' mathematical communication skills. This research was conducted at SD Negeri Cot Meuraja. The research method used is quantitative with a quasi-experimental research type. Data collection techniques used questionnaires and tests. The data analysis technique in this study used the Two Way Anova test. The results showed that: (1) The mathematical communication skills of students who are taught with a realistic mathematical approach are higher than conventional approaches (Fcount = 23.476 and sig. 0.000> 0.05); (2) The mathematical communication skills of students who have high learning independence are higher than students who have low learning independence (Fcount = 7.673 and sig. 0.008> 0.05).

As part of 21st-century skills, communication is an essential skill for students. Students 'mathematical communication tends to below, one of which is influenced by students' self-confidence. For this reason, the purpose of this study is to describe the mathematical communication skills in solving circle problems based on students' self-confidence. Determining the subject using purposive sampling technique, namely from 36 students of class VIII SMP in Madiun, East Java, Indonesia, obtained two subjects with high self-confidence (SCT) and one subject with low self-confidence (SCR). A qualitative descriptive approach was used in this study. Tests and interviews were used as data collection techniques. Data were analyzed through reduction, presentation, and concluding. The results of this study include: SCT is capable while SCR is less able to meet the indicators of mathematical communication skills both in writing and orally at the stages of understanding problems, implementing plans, and checking back; and SCT can meet mathematical communication indicators both written and oral, while SCR is less able to meet written mathematical communication indicators but can verbally at the stage of planning completion. The level of self-confidence of students differentiates their mathematical communication skills in solving problems. Thus, a teacher needs to design an appropriate question to train students' mathematical communication skills with low self-confidence.

The ability of mathematical communication is the ability of students to express mathematical ideas both oral and written in the form of language, symbols, and mathematical notations that are easier for students to understand mathematical problems. Problem based learning is a learning model that can be used to improve students' mathematical communication. In implementing the Problem Based Learning (PBL) model, teachers need appropriate modules. This study analyzes and designs teaching materials in the form of modules, based on the Problem Based Learning approach, allowing improving mathematical communication skills. The subjects of this study were students of class XI SMK Muhammadiyah 1 Sentolo, Kulonprogo. This type of research is research and development with the ADDIE development model. The collection instruments used were interview guides, classroom observations, and tests. Data analysis uses data reduction, data presentation, and drawing conclusions. This research produces an module needs analysis and module design according to the needs analysis. Modules are designed according to Problem Based Learning (PBL). Modules are designed to improve students' mathematical communication skills. The results of the study can be used as a guide when the teacher develops a learning module for a problem-based learning model. The novelty of this research is the integration of mathematical communication skills into module design.

This study aims to find out: (1) the influence of the use of the Problem-Based Learning (PBL) model on the mathematical communication skill; (2) the influence of the use of the Problem-Based Learning (PBL) model on the mathematical problem-solving skill. This study was conducted on class VIII. The research design is pre-post quasi experimental design. Samples were selected using the cluster random sampling technique. The employed instrument in this study was an essay test. The obtained data were then analyzed using independent samples t-test and simple linear regression. The results indicated that (1) the average score of students' mathematical communication skills taught by problem-based learning models was higher than those taught by conventional methods; (2) the average score of students' mathematical problem-solving abilities taught by problem-based learning models is higher than students taught by conventional methods

The purpose of this study was to determine the improvement of students' mathematical problem solving and communication skills using problem-based learning better than ordinary learning; to determine the interaction between learning and early mathematical abilities to increase students' mathematical problem solving and communication skills; to find out how the process of answers made by students in solving problems in problem-based learning and ordinary learning. This type of research is quasi-experimental. The population in this study were all grade VII students of SMP Lhokseumawe who were accredited and the samples were randomly selected, namely: SMPN 10 consisted of class VII-4 (experimental class) and class VII-2 (control class), SMPN 11 Lhokseumawe consisted of class VII- 3 (experimental class) and class VII-1 (control class). Data analysis was performed using two-way ANOVA. The results of this study indicate that there is an increase in the problem-solving ability and mathematical communication of students using problem-based learning better than students who receive regular learning; there is no interaction between learning and the level of students 'ability to increase students' problem-solving abilities and mathematical communication; the process of solving the problem of students' answers to learning using problem-based learning is better than ordinary learning.

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 was motivated by the difficulties of teachers in implementing the 2013 curriculum, especially in the preparation of learning tools. This research was aimed to develop a valid, practical and effective learning tool for VIII grade junior high school students. This type of research was Research and Development with a 4-D model. Data collection instruments in this study were validation sheets, practicality sheets and tests of mathematical communication skills. Data were analyzed using validation criteria, practicality and effectiveness tests. The results obtained from the device validation show that the RPP is valid and the LKPD is quite valid. The practicality test results of small groups and large groups obtained very practical criteria. The effectiveness test can be seen from the percentage of student KKM achievement that is equal to 92% meets the effective criteria and the average difference test (t test) is obtained that tcount> ttable, which is 16.976> 1.677 and the significance value is

Kemampuan komunikasi matematis sangat berperan penting untuk peserta didik dalam mata pelajaran matematika. Meningkatnya kemampuan komunikasi siswa berdampak pada hasil belajar tujuan dari penelitian ini adalah untuk mencari apakah terdapat peningkatan kemampuan komunikasi matematis peserta didik dengan pembelajaran dengan menggunakan metode problem solving modifikasi. Metode yang digunakan ialah metode kuantitatif. Jenis penelitian yang menggunakan Quasy Eksperimen dan desain penelitian menggunakan kelompok kontrol non-ekuivalen dan analisis data yang digunakan dengan one way Anava. Hasil penelitian yang dilakukan adalah Fhitung=11,186,Ftabel=3,09 maka H0 ditolak, maka dapat disimpulkan penelitian ini memberikan kesimpulan bahwa terdapat perbedaan terhadap peningkatan kemampuan komunikasi matematis peserta didik.

The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities

Moving from arithmetic to algebraic thinking at early grades is foundational in the study of number patterns and number relationships. This qualitative study investigates mental computational activity in a third grade classroom’s and its relationship to algebraic thinking and reasoning. The data sources include classroom observations, field notes, students’ verbal and written communications, and interviews. The study occurs in two phases; phase one includes establishing roles, rules, and expectations regarding how to talk about mathematical ideas; and phase two involves creating a classroom community that encourages participation, active listening, students’ voices, and multiple perspectives. The findings of the study suggest that students’ verbal communication enhances their problem-solving, reasoning, and communication. In addition, the findings suggest that creating learning opportunities for all students to do sophisticated mathematics requires competent and caring teachers who know their students’ backgrounds, who understand the subject, and have strong pedagogical knowledge.

Mathematical communication skills are one of the basic abilities that students need to have. With mathematical communication, it is expected that the ability of students' mathematical concepts can improve. The subjects in this study were Grade VII students of MTs Assyafi'iyyah Talun, District of Kayen, Pati Regency. The purpose of this research is to find out the students' mathematical communication skills in algebraic material. Descriptive research with a qualitative approach is the type of research used by researchers. Data collection used is a test and documentation method. Based on the results of data analysis, students' mathematical communication skills on algebraic material are obtained: (a) the ability to express real objects, situations, and daily events into the form of mathematical models including high categories; (b) the ability to represent real objects, images, and diagrams in the form of mathematical models included in the high category; (c) the ability to express daily events in the form of mathematical models included in the medium category; d) the ability to express a mathematical model back into one's own language is included in the medium category; (d) the ability to describe or represent real objects in the form of mathematical models included in the medium category.

The purpose of this study is to design a digital module based on mathematical communication skills. This a development research which is carried out to determine the use of poor learning media and students’ low comprehensive skills in understanding mathematical topics associated with relations and functions. One of the solutions used to overcome this problem is by designing a digital teaching module using media. The research and development method consisting of Analysis, Design, Development, implementation, and Evaluation (ADDIE), were used to carry out this study. The results showed that the digital module is highly valid with a total expert validation of 95.1% and in the very good category. Also, the students' response to the digital module is in the very good category, with a total response criterion of 89.8%. Therefore, the designed digital module has the ability to improve students' independence in learning because its use is not limited to classrooms. Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}

The purpose of this study is to get results of interactive CD development valid, practical and effective statistical material. The type of this research is development research which refers to ADDIE (Analysis, Desigh, Development, Implementation aand Evaluatin). The subject of this research is xi grade of SMK Bhakti Praja 2 Batang. The instrument used in this research is (1) media expert evaluation questionnaire (2) material expert evaluation questionmire (3) student response questionnaire (4) student evaluation questions. The method used in gathering the data is, by doing observations, questionnaires, tests, and documentation. The results of this study show the validty quality of the interactive CD meetr valid criteria shown by media experts who obtained and average score of 3,8 from maximum score 4 which is good, while material experts get 4,1 from maximum score 5 which means good. Quality of practicality of learning devices practical criteria indicate by the average score of student 4,01 from maximum score 5 which means good. Quality of effectiveness of learning devices in terms of students’ mathematical communication skills meet practical criteria shown by the percentage of students completeness 87,5% which means good. Of the 32 student, there are 28 students who had completed grads.Kata kunci: Development, Interactive CD, ADDIE model.

This study aimed at investigating the students’ mathematical communication abilities on geometry materials through Think Talk Write (TTW) learning model. The type of research was Classroom Action Research (CAR) with data collection instruments are test of mathematical communication skill, lecturer observation sheets, and student observation sheets. This research was given to 31 first-year students of Malang State University in the academic year 2019/2020. This classroom action research stopped at cycle II. Based on the research results obtained, the percentage of students’ mathematical communication abilities in the first cycle had an average value of 68.097% while that in the second cycle had an average value of 82.000%. The average increase from cycle I to cycle II was 13.903%. Based on the results of the study, it can be concluded that Think Talk Write (TTW) learning model by providing material reinforcement in the form of written summaries as material reinforcement at the end of learning can improve mathematical communication skills of first-level students on geometry materials

The problem faced by students in slow learning is in terms of communication. The use of Auditory, Intellectually, Repetition (AIR) and Cooperative Think Pair Share (TPS) types is needed to help students communicate mathematically in expressing mathematical ideas. This study aims to determine whether or not there are differences in mathematical communication skills of students using the Auditory, Intellectually, Repetition (AIR) learning model with students who use Think Pair Share (TPS) Cooperative learning models. This research uses a quantitative approach using the Quasi Experiment method. The research design is in the form of posttest only, non-equivalent group design. Testing data using the T test with Independent Samples T-Test. Based on the results of hypothesis testing obtained p-value> α 0.05. So it was concluded that there were indications of differences between Auditory, Intellectually, Repetition (AIR) learning models with (TPS) Cooperative learning models and superior (AIR) learning models compared to Cooperative learning models of (TPS) Type in influencing students' mathematical communication skills.

The research was based on concerns about the development of mathematical critical thinking and mathematical communication ability. The purpose of this study was review and compare the differences of enhancing mathematical critical thinking ability between junior high school students who acquire Model of Search, Solve and Share (SSCS) through hypnoteaching method and those who acquire the conventional learning. This study was a quasi-experimental research with non-equivalent control group design consists of classroom experiments which obtain Model of Search, Solve and Share (SSCS) through hypnoteaching method and control class which obtain conventional learning. The population of this study is junior high school students in Tangerang, where the samples are the grade 8th students in one of the state junior high school in Tangerang. Instruments used to collect data in this research consists of mathematical critical thinking test instruments, student’s attitude scale, and observation sheets. The data obtained is analyzed using the mean difference test, which are the t-test, Mann-Whitney, and Rank-Spearman test. The results showed that the enhancement student’s mathematical critical thinking ability who gotten model os Search, Solve, Create, and Share (SSCS) through hypnoteaching method is better than who gotten conventional learning.

This research was started from students’ low communication ability and mathematical problem solving at grade IX SMP Negeri Kecamatan Sungai Penuh. To solve the problems, thus the writer applied problem-based learning approach. By using problem solving activity the students was guided to understand the concept and to find the characteristics of the subject material, so that the students would be trained to propose their mathematical idea and to develop problem solving ability. The aim of this research was to know the effect of problem-based approach toward enhancement of communication ability and students’ mathematical problem solving at grade IX SMP Negeri Kecamatan Sungai Penuh. This research was conducted based on the quasi experimental research.. To get the sample, the writer used random sampling technique. T-Test and U-Test was used to analyze the data. Based on the result of the data analysis, the writer got some conclusions that was the enhancement of communication ability and students’ mathematical problem solving that using problem-based approach was better than using conventional teaching approach.

TTW learning model assisted multimedia was applied to help student s in developing their conceptual understanding and mathematical communication skills. This research was conducted to determine whether there was difference of effect between the application of TTW model assisted multimedia and peer tutoring model on the two mathematical skills. This research was a quantitative research with nonequivalent posttest-only control group design . The research population w ere the students of XI MIA at MAN 1 Pekalongan 2018/2019. The research sample was obtained by cluster sampling technique . The method used in collecting the data was a test . The data w ere analyzed by using the multivariate and univariate average difference test. The research results showed that (1) based on multivariate analysis, student s ’ conceptual understanding and mathematical communication skills that w as taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model; (2) based on univariate analysis, students’ conceptual understanding skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model, and student s ’ mathematical communication skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model. Keywords: TTW, Multimedia, Conceptual Understanding, Mathematical Communication

The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the use of virtual manipulatives in mathematical modelling tasks. It was designed and implemented during initial teacher training, with the aim of helping a group of first-year elementary school students to overcome difficulties identified in their comprehension of the meaning of subtraction. The research, following the principles of design-based research, included three distinct moments: an individual written pre-test, an intervention phase with six micro-cycles, and an individual written post-test. The analysis of the collected data—audio, screen recordings, and written productions—allowed us to identify the most influential structural characteristics of the learning scenario: mathematical communication, collaborative learning, self-regulation, and co-regulation of learning. Our results suggest that differentiated instruction, minimal guidance, and scaffolding played an important role in the support provided by the pre-service teacher to students in the mathematical modelling activities that integrated virtual manipulatives.

Think Pair Share (TPS) based on Mathematical Good communication is a good thing expected related to the solutions students in college to improve the attractiveness and troubleshooting ability for mechanical engineering students in Indonesia. Research on this occasion is CAR (Class Action Research) . Results of the study are: (1) student interest before and after learning undergoes a change in the first cycle that 53% experienced an increase in 97% at cycle stage II, (2) there is an increase in in a student learning process activity that can be viewed from percentage level to student activities in the first phase cycle 83% which have a fairly active conclusion, and in the next cycle with 100%, (3) in this study there was an increase in the value of student achievement from has an average score of achieved from students in this early cycle 68 with the completeness of student learning in this study by 53% and in the second cycle 94 with 97% student learning completeness.

Mathematical communication skills are important, and education should facilitate students to improve their mathematical communication skills. The purpose of this study was to develop e-learning based on Moodle to improve students' mathematical communication and self-efficacy and student self-efficacy and describe how to students’ mathematic communication and student self-efficacy. This study used mixed-method research. The population in this study were Year 5 students at a private primary school. Data collection techniques used in this study are observation and tests. The implementation with Moodle was effective to the students’ mathematic communication and self-efficacy student. Overall, the students’ mathematical communication skills and self-efficacy of students using E-learning based Moodle is better than those using conventional learning. Also, self-efficacy positively affects students' communication skills with a very strong correlation coefficient, meaning that the higher students' self-efficacy, the higher students' communication skills.

This research was motivated by the difficulties of junior high school students in linear equation system material. The focus of this research is to produce the Hypothetical Learning Trajectory (HLT) system of linear equations based on the development of Learning Trajectory (LT) with the aim of research to improve students' mathematical communication skills. Research method used design Research with 3 phases: Preliminary design, teaching experiment, and retrospective analysis. The subject of study in SMP grade VII in Tasikmalaya district. This research uses the instrument of communication skills test students. Processing of research data using test-T. Based on the results of the research obtained: (a) HLT results from the development of LT linear alignment system in RME to improve student mathematical communication skills; and (b) students who acquire RME learning have increased mathematical communication skills greater than those who acquire conventional learning.

Sonification presents some challenges in communicating information, particularly because of the large difference between possible data to sound mappings and cognitively valid mappings. It is an information transmission process which can be described through the Shannon-Weaver Theory of Mathematical Communication. Musical borrowing is proposed as a method in sonification which can aid the information transmission process as the composer’s and listener’s shared musical knowledge is used. This article describes the compositional process of Wasgiischwashäsch (2017) which uses Rossini’s William Tell Overture (1829) to sonify datasets relating to climate change in Switzerland. It concludes that the familiarity of audiences with the original piece, and the humorous effect produced by the distortion of a well-known piece, contribute to a more effective transmission process.

The article tackles the problem of improving mathematical communication in a group of students with different visual impairment levels, under the guidance of a group leader or a teacher. Visually impaired persons face a problem while learning mathematics. The said problem results from the specific nature in which mathematical content (formulas, function graphs, geometrical figures and projections of solids) is recorded and presented. The effectiveness of learning mathematics is boosted when students work in a group moderated by a leader. This requires them to share documents, with the leader being able to keep track of the individual work of each participant, and with the group discussing specific solutions. In order for a visually impaired student to be able to participate in and contribute to the work of the group, either remotely or locally, all participants must use universal IT tools that support visually impaired students without complicating the work of others. This paper presents interactive multimedia solutions developed under two research projects carried out by the author. The said solutions support communication in mathematics. Results of qualitative surveys on new solutions are presented, confirming their usefulness and the measurable impact they exert on the efficiency of the group’s work concerning mathematical problems.

Education curriculum in Indonesia focuses on the ability of hard skills and soft skills. Both of these capabilities must be synergized and balanced in their implementation in realizing learning goals and also curriculum objectives. Hard skills have several types, namely: mathematical understanding, mathematical reasoning, mathematical problem solving, mathematical communication, mathematical connections, mathematical logical thinking, mathematical critical thinking, and mathematical creative thinking. Each of these types has an indicator so that learning objectives are achieved.

This study aims to examine the mathematical communication skills of students whose learning using Problem Based Learning approach GeoGebra assisted compared with using ordinary learning. This research is using the experimental method. Population in this research is a student of class X SMAN 1 Parongpong West Bandung academic year 2017/2018 with a sample of research is a student of class X SMAN 1 Parongpong consisting of class X Mia 1 as control class and X Mia 4 as experiment class is taken at random. The instrument used in this research is a test of mathematical communication ability in the form of problem description as much as 8 questions, as well as Self Confidence scale. Data were analyzed using IBM SPSS Statistic 1.7 for windows program. From this research, the following results are obtained: (1) Improvement of mathematical communication ability of students whose mathematical learning using geographic assisted PBL approach is better than using ordinary learning. (2) Increased self-confidence of students using geographic-assisted PBL approach is better than students using conventional learning Keywords: Communication Ability, Self Confidence, Problem Based Learning, Geogebra

The purpose of this study is to determine the effect of the discovery learning model integrated learning start with a question of mathematical communication skills. This research is a quantitative research with a type of quasi experiment. The sampling technique in this study is the random sampling technique. Data collected through interview observation and test. The data analysis technique used is the uncorrelated t test. Based on the results of research and data processing, it was found that there was an influence of discovery learning integrated learning model start with a question and discovery learning learning model on mathematical communication skills. Furthermore, mathematical communication of students by using the discovery learning model integrated learning start with a question is better than mathematical communication of students using discovery learning learning models.

This study aims to: 1) Describe validity, practicality, and effectiveness of learning devices based on metacognition approach developed on mathematical communication ability of students in State SMP 30 of Medan; 2) Describe the improvement of mathematical communication ability using learning devices based on the metacognition approach developed. Researchers develop learning devices based on a metacognition approach using the Dick & Carey development model. The learning devices produced from this study are the teacher’s book and student’s books. From the results of this study it was found that: 1) the developed learning devices fill the criteria of valid, practical, and effective in terms of their respective criteria; 2) in the first trial there was an increase in mathematical communication ability using learning devices developed in the low category, it’s about 0.28 and in the second trial there was an increase in mathematical communication ability using learning devices developed in the medium category, it’s about 0.56.

The purpose of this study was to determine: (1) students' mathematical communication skills before being given learning using Instagram media containing problem posing in the system of linear equations and inequalities; (2) students' mathematical communication skills after being given learning using Instagram media containing problem posing in the material of linear equations and inequality systems; (3) the effect of using Instagram media containing problem posing on students' mathematical communication skills in the material of linear equations and inequality systems in class X SMA Koperasi Pontianak; (4) the magnitude of the influence by using Instagram media with problem posing content on students' mathematical communication skills in the material of linear equations and inequality systems in class X SMA Koperasi Pontianak. This reseach method is to use the Pre Eksperimental Desaign method. Sampling was done by saturated sampling technique. The instrument for collecting data was a test of mathematical communication skills. The data analysis in this study used descriptive data analysis and inferential statistic. The results of the study were that before the learning model was applied with an average student score of 39.97 which was classified as a failure, and after being applied the learning model with an average of 58.07 was sufficient so that there was an increase, from the research results there was also an influence and also the magnitude of the effect. After learning is applied using instructional media that contains problem posing on students' mathematical communication skills.

This study was a research and development used ADDIE model aimed to produce mathematics textbook for 8th-grade students by applying five principles of the Realistic Mathematics Education (RME) approach, included: phenomenological exploration, bridging by vertical instruments, self-reliance with students own constructions and productions, interactivity, and intertwining. The subject in this study involved 30 students' junior high school in Yogyakarta. The qualities of the developed textbook refer to three criteria, namely validity, practicality, and effectiveness. Supporting instruments used to examine three criteria for the quality of the textbook were validation sheets, assessment sheets for teachers and students, and students' mathematical communication ability test. The textbook meets the criteria of validity, practicality, and effectiveness if at least "good" from the results of validator assessments, the results analysis from teachers and student assessments, and at least 75% of the students' mathematical communication ability test results. Based on the results of this study, the developed textbook has met the criteria of validity (very good), practicality (very good by the teacher and good by students), and effectiveness (good for 86.67%). Therefore, developing textbooks is suitable to use as an alternative to enhance the students' mathematical communication ability.

This study aims at knowing and describing students' mathematical communication skills in problem-solving on Pythagorean theorem material based on Polya's procedure. The Polya's problem-solving phase consists of the stage of understanding problems, planning problem solving, implementing problem-solving plans, and re-examining. The subject of this study were 6 students from eighth-grade of Junior High School which was selected based on good, sufficient, and poor mathematical communication criteria. Moreover, this study employed a descriptive qualitative method where the data was collected by using a test and interview. The results of the study revealed that the students with good mathematical communication capabilities criteria were able to solve the problems based on Polya's procedure. Meanwhile, students with sufficient criteria of mathematical communication capability unable to solve the problem based on Polya's procedure at the stage of making plans by altering mathematical information in the form of picture, students did not realize the need for design actions first, students just go ahead and didn 't see the results of completion that have been made. Additionally, students with poor mathematical communication capabilities were unable to solve the problems based on Polya's procedure, students were not meet at the stage of making plans by changing mathematical information in the form of picture, making plans by using and selecting mathematical information or images to solve the problems, and the students did not look back at the completed results.

This study aims to describe students' written mathematical communication skills in using open ended-based teaching materials on class VIII function relations material. The type of research used is descriptive qualitative. The research subjects were 5 students of class VIII E, SMP Negeri 12 Malang. Data collection techniques in this study in the form of tests and interviews. Research results obtained by students in the category of high mathematical communication skills have the ability to convert questions into set notations, students are quite capable of transforming mathematical information into images and students are able to use mathematical information to solve problems. Students with written mathematical communication skills are having sufficient ability to convert mathematical information into the form of set notations, students are less able to convert mathematical information into images and students are able to use mathematical information to solve problems. Students with low communication skills seen from students are not able to change the questions into set notations, students are less able to convert mathematical information into images and students are unable to be less able to use mathematical information to solve problems.

The purpose of this study is to describe written mathematical communication skills based on SOLO Taxonomy for class XI MIPA students in solving problems on the matrix material. This type of research is descriptive qualitative, where the subject is 17 students of class XI MIPA. The research data collection method used a test instrument. Based on the results of data analysis, it can be concluded that there are 4 students with the criteria of written mathematical communication skills very good, 6 students with good written mathematical communication skills criteria, 7 students with Enough written mathematical communication skills criteria and students. Meanwhile, students with the written mathematical communication ability criteria are lacking. Students are in very good criteria, able to solve thelevel questions Unistructural - Relational on SOLO Taxonomy. Meanwhile, students with the criteria of good written mathematical communication skills are able to solve questions on thelevel Unistructural and thelevel Multistructural in the SOLO Taxonomy. Then students with the criteria of written mathematical communication skills are Enoughly able to solve questions on thelevel Unistructural in SOLO Taxonomy. The average written mathematical communication skills are in good criteria with an average written mathematical communication ability score of 61.95, so that the average student is able to solve questions at the Unistructural - Multistructural level in SOLO Taxonomy

The reasons for conducting this research are that some teachers have taken inappropriate learning strategies and that students’ mathematical disposition and mathematical communication ability in learning are still low. The Didactical Design Research (DDR) method begins with preliminary study on 28 eighth graders (junior high schoolers), aiming at exploring the students’ learning obstacles to develop a micro didactic design. This micro didactic design is then implemented to the same students, after being subjected to validation process. The research results indicate that the learning using micro didactic design can minimize students’ learning obstacles and this, eventually, positively contributes to students’ mathematical communication ability and disposition in materi algebraic factorization. From the data analysis results, it is found that the price of effect size for micro didactic design learning on mathematical communication ability is 1.07, and from Table Z it is found that its contribution is 35.77%. Meanwhile, the price of effect size for micro didactic design learning on mathematical disposition is 0.2, and from Table Z it is found that its contribution is 7.93%.