APPLICATION OF INDUCTIVE APPROACH TO IMPROVE MATHEMATICAL COMMUNICATION CAPABILITIES AND STUDENT SELF EFFICACY JUNIOR HIGH SCHOOL

Background of this research is still low ability of communication of mathematics and self efficacy of first middle school student. The purpose of this study is to improve the ability of mathematical communication and self efficacy of junior high school students whose learning using inductive approach in comparison with using ordinary learning in review of the student's early mathematical ability. The research method that is taken is quasi experiment. Data collection techniques in this study using quantitative techniques in the form of pretest, postes and n-gain of mathematical communication skills and self efficacy. The result of the research is that there is a difference in the improvement of mathematical communication ability of junior high school students whose learning using inductive approach with the learning using conventional approach and, there is no difference of self efficacy of junior high school students whose learning using inductive approach with the learning using conventional approach. Based on the results obtained then the inductive approach can be used as an alternative to improve the ability of mathematical communication and less suitable for self efficacy.


INTRODUCTION
One of the mathematical skills that must be possessed by students is the ability of mathematical communication. Every student needs to learn math because mathematics is a powerful, systematic, and appropriate communication aid. Mathematics is closely related to our daily life. Communicating can help students improve their vocabulary, expand their speaking skills, write systematic ideas, and have better learning skills (Zakiah, Saomi, Syara, Hidayat, & Hendriana, 2018) As for things that can be possessed by students in the presence of communication skills in is (Purnama & Afriansyah, 2016) through communication, mathematical ideas can be exploited in various perspectives such as student thinking can be sharpened, the growth of understanding can be measured, students' thinking can be consolidated and organized knowledge of mathematics , the development of student problems can be improved and mathematics communication can be formed according to the level or level of education, the level of mathematical communication ability becomes diverse.
Based on the analysis of the opinion of some experts, Sumarmo (Hidayat & Sumarmo, 2013) reveals that the ability of mathematical communication includes the ability to declare a situation, image, diagram or real-world situation into mathematical language, symbols, ideas and mathematical models, explaining and reading meaningfully , states, comprehends, interprets, and evaluates mathematical ideas and mathematical presentation orally, in writing or visually.
In addition to communication skills, there are affective aspects that contribute to the success of students in completing the task well. In line with (Sukanti, 2011) states that affective issues are important, but implementation is still lacking, because designing the achievement of affective learning goals is not as easy as cognitive learning.
Sometimes the ability to communicate well is hindered by low self-esteem. Self-confidence is commonly known as self efficacy (Hernawati & Amin, 2017). Self-efficacy is one of the most influential aspects of self-knowledge in human life. (Ormod, 2008) states that the ability of self is the judgment of a person about his own ability to run a particular be havior or menacapai certain goals. This is due to the ability of self-owned influential individuals in determining the actions that will be done to achieve a goal including the estimation of various events to be faced.
One approach that can be used to improve the ability of mathematical communication and self-ability of students is with an interesting learning approach. The learning approach is the inductive approach. According to Yamin (Ammase S, Hidayat, & A.Jusriana, 2015) An inductive learning approach is an approach that begins with the giving of facts, cases, examples, or causes that reflect a concept or principle. Then learners are guided to strive to synthesize, discover and summarize the basic principles of the alignment.
In order to lower the problem of the ability of mathematical communication and self efficacy is still low then needed a mathematics learning approach that can make learning become meaningful. Therefore, an inductive approach is chosen.

METHOD
This research method is quasi experiment, where the research is done on two groups of sample that is experiment group and control group. The experimental group is a group of students who acquired learning with an inductive approach, while the control group was a group of students who received ordinary learning. The population in this study were students from one of the State Junior High Schools in Cimahi City. While the sample in this study selected two classes VIII in one of the State Junior High School in the city of Cimahi.

Results
If Sig. > 0.05 then the sample comes from a normally distributed population If Sig. ≤ 0.05 then the sample based on the population that is not normally distributed  Based on data normality test and homogeneity test of variance that the sample came from normally distributed population and there was no difference of variance between the experimental class and the control class, the two t test were tested using t test.
The statistical hypothesis is formulated as follows: H0: μ1 = μ2 (There is no difference in the improvement of mathematical communication ability of junior high school students whose learning using inductive approach with the learning using conventional approach) Ha: μ1> μ2 Nadia-1, Rohaeti-2 & Kustiana-3, Application Of Inductive Approach To Improve Mathematical Communication Capabilities And Student Self Efficacy Junior High School 4 (There is a difference in the improvement of mathematical communication skills of junior high school students whose learning uses an inductive approach with those using conventional approach)

Tabel 3. Test of Two Mean Data of n-Gain
Levene .000 The value meets the Sig criteria.
(1-tailed) ≤ 0.05 then H0 is rejected which means there are differences in the improvement of mathematical communication ability of junior high school students whose learning using inductive approach with the learning using conventional approach. Based on the data in Table 4 it can be seen that Sig. is 0.973. The value meets Sig criteria. > 0,05 then the mean of mathematic communication ability between TKAS (low, medium and high) is the same (there is no significant difference) Based on data normality test and homogeneity test of variance that the sample came from normally distributed population and there was no difference of variance between the experimental class and the control class, the two t test were tested using t test.

N-Gain Data Postes Analysis Mathematical Communication Ability Based on TKAS and Learning Approach
The statistical hypothesis is formulated as follows: H0: μ1 = μ2 (There is no difference in self-skill attitude scale of junior high school students whose learning using inductive approach with the learning using conventional approach) Ha: μ1> μ2 (There is a difference in self-skill attitude scale of junior high school students whose learning uses inductive approach with those using conventional approach) Meaning there is no difference in self-ability of junior high school students whose learning using inductive approach with the learning using conventional approach. Criteria for testing the average data of self-capacity attitudes based on TKAS, namely: If Sig. > 0,05 then the mean self skill attitude scale between TKAS (low, medium and high) is the same (there is no significant difference) If Sig. ≤ 0.05 then the mean self-skill score scale between the TKAS (low, medium and high) is not the same (there are significant differences) Based on the data in Table 4:36 seen that Sig. is 0.276. The value meets Sig criteria. > 0,05 then the mean self skill attitude scale between TKAS (low, medium and high) is the same (there is no significant difference)

Discussion
Based on data analysis, there are differences in the improvement of mathematical communication ability of junior high school students whose learning using inductive approach with the learning using conventional approach and the mean of mathemat ic communication ability between TKAS (low, medium and high) is the same. While for self efficacy attitude scale, there is no difference of self ability of junior high school students whose learning is using inductive approach with the learning using conve ntional approach and the mean self skill attitude scale between the TKAS (low, medium and high) is the same.