Analyzing Junior High School Students’ Mathematical Communication Ability and Self Esteem using Discovery Learning Model

Ripki Rohyana; Irfan Taufik Nurdin; Rudy Kurniawan; Jozua Sabandar

doi:10.22460/jiml.v7i4.23040

Authors

Ripki Rohyana MTs As-sa'adah Padahanten, Majalengka, Indonesia
Irfan Taufik Nurdin IKIP Siliwangi, Cimahi, Indonesia
Rudy Kurniawan IKIP Siliwangi, Cimahi, Indonesia
Jozua Sabandar IKIP Siliwangi, Cimahi, Indonesia

DOI:

https://doi.org/10.22460/jiml.v7i4.23040

Keywords:

Mathematical Communication Skills, Self-Esteem, Discovery Learning, Junior High School

Abstract

Mathematical reasoning, mathematical communication, mathematical problem solving, conceptual understanding, mathematical understanding, creative thinking and critical thinking are part of the mathematical abilities that students must have. One of the goals of learning mathematics according to NCTM is learning to communicate (mathematical communication). Mathematical communication skills in mathematics learning really need to be developed. This type of research design uses a quasi-experimental research design, namely pretest and post-test with non-equivalent control group design . The research used research subjects into two groups, namely the experimental group and the control group. The subjects of this research were students of class VII I MTs As-Sa'adah Padahanten Majalengka, numbering 64 people. Subjects were selected based on experimental class VIII A, 32 people and control class VIIIB, 32 people. Walkthroughs, questionnaires, and tests are techniques used in data collection. Data processing analysis was carried out qualitatively and quantitatively. The results of this research are that there is a difference in the effectiveness of the Discovery Learning model learning approach with the ordinary (conventional) learning model in terms of the aspects of mathematical communication skills and self-esteem of MTs in statistics material. The implications of the Discovery Learning learning model in this research are that it makes it easy for students to remember the lessons learned, integrate self concept according to their initial abilities, focus, be creative in exploratory projects, and the effect of knowledge transfer on learning outcomes can last a long time.

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