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International Journal of Innovation and Research in Educational Sciences

Communication in Mathematics Contextual

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Year:
2015
Type of Publication:
Article
Keywords:
Communication, Contextual, Learning, Mathematics
Authors:
  • Nartani, C. Indah
  • Hidayat, Rosidah Aliim
  • Sumiyati, Yohana
Journal:
IJIRES
Volume:
2
Number:
4
Pages:
284-287
Month:
July
BibTex:
Note:
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/
Abstract:
Research purposes, generally determine the application of contextual learning of mathematics in elementary school. It is specifically intended to determine the ability of mathematical communications in contextual learning in mathematics. For this 2nd-year research approach, this study uses overall research and development with qualitative research design. While the Informants are classroom teachers and students at Taman Muda Yogyakarta Elementary School. Data are collected through observation, interview, and documentation. Data were analyzed using qualitative analysis i.e flow method. The validation of the data is obtained using triangulation techniques and resources. The result of the study show that: contextual learning can improve student’s mathematical communication. Thus contextual-based mathematics instruction has the potential to be practically applied. The pre-action mathematical communication skills of students in Taman Muda Yogyakarta Elementary School i.e 31.67%, while after the action by applying a contextual-based mathematics instruction, mathematical communication skills of students increased by 33.33%, to 65% or has exceeded expectations attainment mathematical communication skills in Taman Muda Yogyakarta Elementary School. The increased communication skills in Taman Muda Yogyakarta Elementary School is marked by the achievement indicators of success in improving the communication skills of mathematics indicated by, (1) Students are able to express ideas with verbal mathematics sentence, (2) Students are actively involved in discussions about math, (3) Students can formulate definitions and generalizations about the math, (4) students can formulate a definition of mathematics using his own words.

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