Asikin, M., & Junaedi, I. (2013). “Kemampuan Komunikasi Matematika Peserta didik SMP dalam Setting Pembelajaran RME (Realistic Mathematics Education)”. Unnes Journal of Mathematics Education Research, 2(1), 203-213.
Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). “Mathematics Teacher's Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge”. Journal on Mathematics Education, 12(1), 259-276.
Basheer, A., Hugerat, M., Kortam, N., & Hofstein, A. (2017). “The Effectiveness of Teachers' Use of Demonstrations for Enhancing Students' Understanding of and Attitudes to Learning the Oxidation-Reduction Concept”. EURASIA Journal of Mathematics Science and Technology Education, 13(3), 555-570.
Creswell, J. W. (2016). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar.
Gerber, B. L., Cavallo, A.M.L., & Marek, E.A. (2001). “Relationships among Informal Learning Environment, Teaching Procedure and Scientific Reasoning Ability”. International Journal of Science Education, 23(5), 535-549.
Herawaty, D. (2016). “Pengaruh Kecerdasan Emosional, Partisipasi Guru dalam Forum Ilmiah, Keyakinan Diri (self-efficacy), dan Motivasi Kerja terhadap Kinerja Guru Matematika”. Jurnal Review Pembelajaran Matematika, 1(1), 71-85.
Ion, G., Sánchez Martí, A., & Agud Morell, I. (2019). “Giving Or Receiving Feedback: Which Is More Beneficial to Students’ Learning?”. Assessment & Evaluation in Higher Education, 44(1), 124-138.
Irons, A. (2007). “Enhancing Learning through Formative Assessment and Feedback”. Ney York: Routledge, Taylor, and Francis Group.
Kaya, D. & Aydin, H. (2014). “Elementary Mathematic Teachers’ Perceptions and Lived Experiences on Mathematical Communication”. Eurasia Journal of Mathematics, Science and Tecnology Education, 10(6), 619-629.
Lee, J. (2015). “Oh, I just had it in my head: Promoting mathematical communications in early childhood”. Contemporary Issues in Early Childhood, 16(3), 284-287.
Lestari & Yudhanegara. (2015). Penelitian Pendidikan Matematika. Bandung: PT Refika Aditama.
Lunenburg, F. C. (2011). “Self-efficacy in the Workplace: Implementation for Motivation and Performance”. International Journal of Management, Business, and Administration, 14(1), 1-6.
McCormick, T., Squire, J. C., & Sullivan, G. (2018). “Pedagogical Effectiveness of Classroom Demonstrations Devices”. ASEE Annual Conference & Exposition, Salt Lake City. Utah. 10. 18260/1-2-30863.
Meyar, L. S., Schmidt, S., Nozawa, F. & Pane, D. (2003). “Using demonstration to promote student comprehension in chemistry”. Journal of Chemical Education, 80(4), 431-435.
Milles, M. B., & Huberman, A. M. (2007). Analisis Data Kualitatif. Terjemahan Tjetjep Rohendi Rohidi. Jakarta: UI-Press.
Morris, C., & Chikwa, G. (2016). “Audio Versus Written Feedback: Exploring Learners’ Preference and The Impact of Feedback Format on Students’ Academic Performance”. Active Learning in Higher Education, 17(2), 125-137.
Muhalizah. (2018). “Pengaruh Metode IMPROVE terhadap Kreativitas Kemampuan Komunikasi Matematis dan Hasil Belajar Siswa Kelas VII MTS Syekh Subakir pada Materi Bangun Datar”. Journal of Mathematics Education, Science and Technology, 3(1), 92-104.
Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2021). “Mediating Effect of Self-Efficacy on the Relationship between Instruction and Students’ Mathematical Reasoning”. Journal on Mathematics Education, 12(1), 73-92.
Nugroho, G. N., & Riyanto, O. R. (2019). “Mathematical Critical Thinking Ability Reviewed from Self-Efficacy in Discovery Learning”. Eduma: Mathematics Education Learning and Teaching, 8(1), 25-32
Osuala, R. C., Onwuagboke, B. B. C., & Agoha, T. C. (2018). “Continuous Assessment Feedback and Students’ Performances in Semester Examinations in a College of Education”. American Journal of Educational Research, 6(6), 688-693.
Rahmawan, J., Mariani, S., & Sulhadi. (2015). “Model Pembelajaran Outdoor Mathematics dalam Group Investigation Bermuatan Karakter untuk Meningkatkan Kemampuan Pemecahan Masalah”. Unnes Journal Mathematics Education Research, 4(1), 18-25.
Rosyid, A. (2018). “Implementasi Model Pembelajaran Missouri Mathematics Project Berbantuan GeoGebra Untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa SMP”. Supremum Journal of Mathematics Education, 2(2), 84-89.
Setiyani, D. P. P., Ferdianto, F., Fauji, S. H. (2020). “Designing A Digital Teaching Module Based on Mathematical Communication in Relation and Function”. Journal on Mathematics Education, 11(2), 223-236.
Shute, V. J. (2008). “Focus On Formative Feedback”. Review of Educational Research, 78, 153–189.
Slavin, R.E. (2005). Cooperative Learning (Teori, Riset, dan Praktik). Bandung: Nusa Media.
Sørlie, K. E., Malmberg, L. E., & Stylianides, G. J. (2017). “Level, Strength, and Facet-Specific Self-Efficacy in Mathematics Test Performance”. ZDM Mathematics Education, 49, 379-395.
Sumarmo, U., Hidayat, W., Zukarnaen, R., Hamidahm M., & Sariningsih, R. (2012). “Kemampuan dan Disposisi Berpikir Logis, Kritis, dan Kreatif Matematik (Eksperimen terhadap Siswa SMA Menggunakan Pembelajaran Berbasis Masalah dan Strategi Think-Talk-Write)”. Jurnal Pengajaran MIPA, 17(1), 17-33.
Tasyanti, T., Wardono, & Rochmad. (2018). “Analisis Kemampuan Literasi Matematika Berdasarkan Kecerdasan Emosional Siswa melalui Model Pembelajaran Kooperatif Tipe Group Investigation”. PRISMA, Prosiding Seminar Nasional Matematika, 1, 334-346.
Tiffany, F., Surya, E., Panjaitan, A., & Syahputra, E. (2017). “Analysis Mathematical Communication Skill Student at The Grade IX Junior High School”. International Journal of Advance Research and Innovation Ideas in Education, 3(2), 2160-2164.
Triana, M., Zubainur, C. M., & Bahrun. (2019). “Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph”. Journal of Research and Advances in Mathematics Education, 4(1), 1-10.
Trisnawati, N. F. (2019). “Efektifitas Model Group Investigation dalam Meningkatkan Hasil Belajar dan Self-Efficacy”. Jurnal Pendidikan Matematika, 7(3), 427-436.
- Abstract viewed - 125 times
- PDF downloaded - 133 times
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright
© Unnes Journal of Mathematics Education Research, 2021
Affiliations
Deni Kurniawan
UNNES
Kartono Kartono
Pascasarjana Universitas Negeri Semarang
Hardi Suyitno
Pascasarjana Universitas Negeri Semarang
How to Cite
The Mathematics Communication Skill Reviewed from Self-Efficacy on Group Investigation Learning with Demonstration Feedback
Vol 10 No 2 (2021): December 2021
Submitted: Jun 30, 2021
Published: Dec 30, 2021
Abstract
This research aims to describe the mathematics communication skill of learners reviewed from self-efficacy on Group Investigation learning with demonstration feedback. This research used the mixed method with concurrent embedded design. The research population was from the seventh grade of Islam Sultan Agung JHS 4 Semarang 2019/2020. The subjects were two selected people of high, moderate, and low categories. The research collected the data with a mathematics communication test, self-efficacy questionnaire, and interview. The results showed the Group Investigation learning with demonstration feedback positively influenced the learners’ mathematics communication skills. The other results described the learners’ mathematics communication skills of each category: high, moderate, and low. They had various mathematics communication skill indicator mastery.