Mathematical communication ability of 7th grade in SAVI learning with elaborated feedback
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Aug 31, 2021
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Abstract
Mathematical communication ability is important to communicate ideas and improve students' understanding. The purpose of this study was to examine the effectiveness of SAVI learning with elaborating feedback towards the students' achievement of mathematical communication abilities; and to describe how to students' achievement of mathematical communication abilities with elaborated feedback. The population of this study is 7th-grade students in one of the junior high schools in the city of Semarang year 2018/2019. Sampling by simple random sampling techniques and subject selection with purposive sampling technique. The results of the study showed that SAVI learning with elaborated feedback is effective in the students' achievement of mathematical communication abilities. Description of students' mathematical communication abilities, namely (a) high group subject have mastered four indicators of mathematical communication; (b) medium group subject have mastered three indicators of mathematical communication, and (c) the low group subject have mastered 2 and 3 indicators of mathematical communication.
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How to Cite
Kurniawati, D., & Kartono, K. (2021). Mathematical communication ability of 7th grade in SAVI learning with elaborated feedback. Unnes Journal of Mathematics Education, 10(2), 120-128. https://doi.org/10.15294/ujme.v10i2.31840
References
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Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan . Jakarta : Bumi Aksara.
Bown, A. (2017). Elaborative Feedback to Enhance Online Second Language Reading Comprehension. English Language Teaching, 10(13), 164-171.
Farokhah, L., Arisetyawan, A., & Jupri, A. (2017). The Effect of Ethnomatematics-Based SAVI (Somatic, Auditory, Visualization, Intellectually) Approach on Mathematical Communication Skill on Geometry in Elementary School. International E-Journal of Advances in Education (IJAEDU), 3(9), 534-543.
Hikmasari, P., Kartono, & Mariani, S. (2017). Analisis Hasil Asesmen Diagnostik dan Pengajaran Remidial pada Pencapaian Kemempuan Pemecahan Masalah Matematika Melalui Model Problem Based Learning. Unnes Journal of Mathematics Eduation (UJME), 6(2), 215-222.
Hodiyanto. (2017). Kemampuan Komunikasi Matematis dalam Pembelajaran Matematika. AdMathEdu, 7(1), 10-18.
Iskandar, D., Hamdani, A. R., & Suhartini, T. (2016). Implementation of Model SAVI (Somatic, Auditory, Visualization, Intellectual) to Increase Critical Thinking Ability in Class IV of Social Science Learning on Social Issues in The Local Environment. Journal of Education, Teaching and Learning (JETL), 1(1),45-50.
OECD. (2018). PISA 2018 Result in Focus. available in http://www.oecd.org/pisa/ [acessed 25-06-2018].
Khasanah, N., Isnarto, &Winarti, E. R. (2018). Kemampuan Komunikasi Matemmatis Ditinjau dari Multiple Intellegance dengan SAVI Berbantuan Leraning Log. Unnes Journal of Mathematics Education (UJME), 7(1), 910-919.
Magfiroh, M., Baiduru, & Ummah, S. K. (2017). Analysis of Students’ Mathematical Communication of Junior High School (SMP) Through The SAVI Approach. Mathematics Education Journal, 1(2), 72-81.
Mattheiss, S. R., Alexander, E. J., & Graves, W.W. (2018). Elaborative Feedback: Engaging Reward and Task-Relevant Brain Region Promote Learning in Pseudoword Reading Aloud. Cognitive, Affective, & Behavioral Neuroscience, 18, 68-87
Maulida, W., Ponoharjo, & Utami, W. B. (2017). The Effectiveness of Somatic Auditory Visual and Intellectual (SAVI) Learning Approach Assisted Problem Cards Toward The Student's Liveliness and Achievement on Trigonometry Material of Mathematics Learning. Mathematics Education Journal, 1(2), 18-25.
Meier, Dave. (2000). The Accelerated Learning Hand Book: Panduan Kreatif dan Efektif Merancang Program Pendidikan dan Pelatihan. Translated by Astuti, Rahmani. 2002. Bandung: Kaifa.
Mukhoyyaroh, F. D., Waluya, S. B., & Sunarmi. (2017). Analisis Kemampuan Komunikasi Matematis Siswa Ditinjau dari Gaya Belajar pada Model Pembelajaran CPS dengan Pendekatan Saintifik Berbantuan Fun Card. Unnes Jornal of Mathematics Education (UJME), 6(3).
NCTM. (2000). Principles and Standards for School Mathematics. Amerika: The National Council of Teachers of Mathematics.
Nugraheni, T. S., Kartono, & Amidi. (2017). Asesmen Formative pada Pencapian Kememapuan Komunikasi Matematis Siswa dalam Pembelajaran Model Two Stay Two Stray (TSTS). Unnes Journal of Mathematics Education (UJME),6(3), 1-11.
Pulungan, S. K. (2017). The Increasing of Student’s Mathematical Communication Ability Through Somatic, Auditory, Visual, and Intellectual (SAVI) Approach at SMA N 1 Perbanungan. In Proceding National Seminar of Mathematics Universitas Negeri Medan. Medan.
Rini, K. S., Sugiarto, & Safa’atullah, M. F. (2017). Kemampuan Komunikasi Matematis Ditinjau dari Kemampuan Memecahkan Masalah pada Pembelajaran Model SAVI Berbantuan Media Flash. Unnes Journal of Mathematics Education (UJME), 6(3), 360-365.
Rosalina, E., & Pertiwi, H. C. (2018). Pengaruh Model Pembelajaran SAVI (Somatis, Auditori, Visual, dan Intelektual) Terhadap Kemampuan Komunikasi Matematika Siswa. Jurnal Pendidikan Matematika (Judika Education), 1(2), 71-82.
Shute, V. J. (2007). Focus on Formative Feedback. Educational Testing Service.
Siregar, D. S. (2018) Effektivitas Penggunaan Model Pembelajaran SAVI terhadap Kemampuan Komunikasi Matematis Siswa SMP N 4 Padanfsidimpuan. Mathematic Education Journal (Jurnal MathEdu), 1(3), 27-31.
Sugiyono. (2016). Metode Penelitian Managemen. Bandung: Alfabeta.
Sumarmo. (2016) Pengaruh Balikan (Feedback) Guru dalam Pembelajaran terhadap Motivasi dan Hasil Belajar Peserta Didik (Suatu Kajian Teoritis dan Empirik). Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan, 1(2), 115-125.
Zainuddin, T., Nissa, I. C., & Agusfianuddin. (2017). Pengaruh Pendekatan SAVI (Somatic, Auditory, Visual, Intelektual) Terhadap Kemampuan Komunikasi Matematika Siswa Kelas VII MTs Putra Narmada Tahun Pelajaran 2016/2017. JMPM, 5(1),124-128.
Ansari, B. I. (2016). Komunikasi Matematik, Strategi Berfikir dan Managemen Belajar: Konsep dan Aplikasi. Banda Aceh: Pena.
Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan . Jakarta : Bumi Aksara.
Bown, A. (2017). Elaborative Feedback to Enhance Online Second Language Reading Comprehension. English Language Teaching, 10(13), 164-171.
Farokhah, L., Arisetyawan, A., & Jupri, A. (2017). The Effect of Ethnomatematics-Based SAVI (Somatic, Auditory, Visualization, Intellectually) Approach on Mathematical Communication Skill on Geometry in Elementary School. International E-Journal of Advances in Education (IJAEDU), 3(9), 534-543.
Hikmasari, P., Kartono, & Mariani, S. (2017). Analisis Hasil Asesmen Diagnostik dan Pengajaran Remidial pada Pencapaian Kemempuan Pemecahan Masalah Matematika Melalui Model Problem Based Learning. Unnes Journal of Mathematics Eduation (UJME), 6(2), 215-222.
Hodiyanto. (2017). Kemampuan Komunikasi Matematis dalam Pembelajaran Matematika. AdMathEdu, 7(1), 10-18.
Iskandar, D., Hamdani, A. R., & Suhartini, T. (2016). Implementation of Model SAVI (Somatic, Auditory, Visualization, Intellectual) to Increase Critical Thinking Ability in Class IV of Social Science Learning on Social Issues in The Local Environment. Journal of Education, Teaching and Learning (JETL), 1(1),45-50.
OECD. (2018). PISA 2018 Result in Focus. available in http://www.oecd.org/pisa/ [acessed 25-06-2018].
Khasanah, N., Isnarto, &Winarti, E. R. (2018). Kemampuan Komunikasi Matemmatis Ditinjau dari Multiple Intellegance dengan SAVI Berbantuan Leraning Log. Unnes Journal of Mathematics Education (UJME), 7(1), 910-919.
Magfiroh, M., Baiduru, & Ummah, S. K. (2017). Analysis of Students’ Mathematical Communication of Junior High School (SMP) Through The SAVI Approach. Mathematics Education Journal, 1(2), 72-81.
Mattheiss, S. R., Alexander, E. J., & Graves, W.W. (2018). Elaborative Feedback: Engaging Reward and Task-Relevant Brain Region Promote Learning in Pseudoword Reading Aloud. Cognitive, Affective, & Behavioral Neuroscience, 18, 68-87
Maulida, W., Ponoharjo, & Utami, W. B. (2017). The Effectiveness of Somatic Auditory Visual and Intellectual (SAVI) Learning Approach Assisted Problem Cards Toward The Student's Liveliness and Achievement on Trigonometry Material of Mathematics Learning. Mathematics Education Journal, 1(2), 18-25.
Meier, Dave. (2000). The Accelerated Learning Hand Book: Panduan Kreatif dan Efektif Merancang Program Pendidikan dan Pelatihan. Translated by Astuti, Rahmani. 2002. Bandung: Kaifa.
Mukhoyyaroh, F. D., Waluya, S. B., & Sunarmi. (2017). Analisis Kemampuan Komunikasi Matematis Siswa Ditinjau dari Gaya Belajar pada Model Pembelajaran CPS dengan Pendekatan Saintifik Berbantuan Fun Card. Unnes Jornal of Mathematics Education (UJME), 6(3).
NCTM. (2000). Principles and Standards for School Mathematics. Amerika: The National Council of Teachers of Mathematics.
Nugraheni, T. S., Kartono, & Amidi. (2017). Asesmen Formative pada Pencapian Kememapuan Komunikasi Matematis Siswa dalam Pembelajaran Model Two Stay Two Stray (TSTS). Unnes Journal of Mathematics Education (UJME),6(3), 1-11.
Pulungan, S. K. (2017). The Increasing of Student’s Mathematical Communication Ability Through Somatic, Auditory, Visual, and Intellectual (SAVI) Approach at SMA N 1 Perbanungan. In Proceding National Seminar of Mathematics Universitas Negeri Medan. Medan.
Rini, K. S., Sugiarto, & Safa’atullah, M. F. (2017). Kemampuan Komunikasi Matematis Ditinjau dari Kemampuan Memecahkan Masalah pada Pembelajaran Model SAVI Berbantuan Media Flash. Unnes Journal of Mathematics Education (UJME), 6(3), 360-365.
Rosalina, E., & Pertiwi, H. C. (2018). Pengaruh Model Pembelajaran SAVI (Somatis, Auditori, Visual, dan Intelektual) Terhadap Kemampuan Komunikasi Matematika Siswa. Jurnal Pendidikan Matematika (Judika Education), 1(2), 71-82.
Shute, V. J. (2007). Focus on Formative Feedback. Educational Testing Service.
Siregar, D. S. (2018) Effektivitas Penggunaan Model Pembelajaran SAVI terhadap Kemampuan Komunikasi Matematis Siswa SMP N 4 Padanfsidimpuan. Mathematic Education Journal (Jurnal MathEdu), 1(3), 27-31.
Sugiyono. (2016). Metode Penelitian Managemen. Bandung: Alfabeta.
Sumarmo. (2016) Pengaruh Balikan (Feedback) Guru dalam Pembelajaran terhadap Motivasi dan Hasil Belajar Peserta Didik (Suatu Kajian Teoritis dan Empirik). Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan, 1(2), 115-125.
Zainuddin, T., Nissa, I. C., & Agusfianuddin. (2017). Pengaruh Pendekatan SAVI (Somatic, Auditory, Visual, Intelektual) Terhadap Kemampuan Komunikasi Matematika Siswa Kelas VII MTs Putra Narmada Tahun Pelajaran 2016/2017. JMPM, 5(1),124-128.