LEARNING MATHEMATICS USING AUTOGRAPH APPLICATIONS AS A TOOL FOR REVIEW BASED ON STUDENTS^ MATHEMATIC COMMUNICATION ABILITY Elfira Rahmadani(a,b*), Sahat Saragih(a), E.Elvis Napitupulu(a), KMS Amin Fauzi(a), Ely Syafitri(a,b), Syahriani Sirait(a,b), Anim(a,b)
a) Postgraduate Program, State University of Medan
Jl. William Iskandar Psr V, Medan, Indonesia
b) Universitas Asahan
Jl. Jendral Ahmad Yani, Kisaran, Indonesia
*elfira.rahmadani3[at]gmail.com
Abstract
When it comes to math, students^ ability to communicate their ideas in a clear and concise manner is significantly higher when they use the autograph-assisted discovery learning model than when they use traditional methods. Quasi-Experimental Research was used in this study, which involved all students in MAN Asahan^s class XI. Random sampling and selective sampling are used to select class samples. Students^ mathematical communication abilities are assessed through the use of this instrument. Parametric statistical analysis was used to examine the study^s data. T-test analysis was used to conduct statistical analysis of the data. Students^ mathematical communication skills using the autograph-assisted discovery learning model were higher than students^ mathematical communication skills using conventional learning, according to the findings. Students in class XI IPA-1 who were taught Geometry Transformation using the discovery learning model had an average communication skill score of 79.56. Students in class XI IPA-2 who are being taught with traditional methods on Geometry Transformation material have an average mathematical communication ability of 70.98.
Keywords: autographs, mathematical communication ability
