MATHEMATICS COMMUNICATION BASED SPARKOL VIDEOSCRIBE W Susilawati, Juariyah, E Farlina, R L Ariani and H Lulu
Departemen Mathematics of Education, UIN Sunan Gunung Djati Bandung.
Abstract
Improving mathematical communication skills is through Interactive Learning based on Sparkol VideoScribe Cooperative Settings. The purpose of this paper is to analyze the differences in the improvement of mathematical communication skills between students who are learning based on Sparkol VideoScribe and conventional. There is a difference in the achievement of mathematical communication skills between students learning with Sparkol VideoScribe and conventional based on Early Knowledge of Mathematics in the high, medium, and low categories. This study uses a quasi-experimental method with non-equivalent Control Group Design. The purposive sampling technique uses two experimental class samples for learning based on Sparkol VideoScribe and a control class for conventional learning. The instrument used was a test of mathematical communication skills, an initial knowledge of mathematics test. Data analysis using independent T test and two-way ANAVA. Findings: There are differences in the improvement of mathematical communication skills between students who study using Sparkol VideoScribe and conventional. There is a difference in the achievement of mathematical communication skills between students who study Sparkol VideoScribe and conventional learning based on initial knowledge of mathematics in the high, medium and low categories. Sparkol VideoScribe based learning can facilitate the process of construction, interaction, reflection, material so that it is easy to understand and improve students mathematical communication skills.
