This research is motivated by the importance of mathematical communication ability. But the reality shows that students' mathematical communication ability is still low. So that problem can be overcome, we need a learning model that can improve students' mathematical communication ability. Therefore, a Connecting-Organizing-Reflecting-Extending (CORE) learning model was chosen with a scientific approach. This study aims to examine the improvement of mathematical communication skills. This research is a quasi-experimental research with nonequivalent control group design. The population in this study is all students of class VIII in one of SMP Negeri in Jambi province. The sample consists of two classes selected by purposive sampling. The instrument used is a test of mathematical communication ability. Data analysis using independent t-test. Based on data analysis, it was found that the improvement of mathematical communication ability of students who obtained CORE model learning with scientific approach is better than students who get conventional learning.Abstrak.Penelitian ini dilatarbelakangi oleh pentingnya kemampuan komunikasi matematis. Namun kenyataan di lapangan menunjukkan bahwa kemampuan komunikasi matematis siswa masih rendah. Agar permasalahan tersebut dapat diatasi, diperlukan sebuah model pembelajaran yang dapat meningkatkan kemampuan komunikasi matematis siswa. Oleh karena itu, dipilih model pembelajaran Connecting-Organizing-Reflecting-Extending (CORE) dengan pendekatan saintifik. Penelitian ini bertujuan untuk menelaah peningkatan kemampuan komunikasi matematis. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain nonequivalent control group design. Populasi pada penelitian ini adalah seluruh siswa kelas VIII pada salah satu SMP Negeri di provinsi Jambi. Sampel terdiri dari dua kelas yang dipilih secara purposive sampling.Instrumen yang digunakan berupa tes kemampuan komunikasi matematis. Analisis data menggunakan Independent t-test. Berdasarkan analisis data, ditemukan bahwa peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran model CORE dengan pendekatan saintifiklebih baik daripada siswa yang memperoleh pembelajaran biasa.Kata kunci:Model Pembelajaran CORE, Pendekatan Saintifik, Kemampuan Komunikasi Matematis ©Edumatika PENDAHULUAN Kemampuan komunikasi matematis merupakan kemampuan yang harus dimiliki oleh siswa sekolah menengah. Seperti yang tercantum pada tujuan pembelajaran dalam kurikulum tingkat satuan pendidikan (KTSP) pada poin keempat, yaitu agar siswa mampu mengomunikasikan gagasan dengan simbol, tabel, diagram, atau media lain untuk memperjelas keadaan atau masalah. Selain itu, pada kurikulum 2013 salah satu kompetensi matematika yang harus dicapai siswa adalah memiliki kemampuan mengomunikasikan gagasan matematis dengan jelas dan efektif (Permendikbud no 64, 2013). Komunikasi matematis juga merupakan salah satu standar proses dalam pembelajaran matematika dalam NCTM. Baroody (1998, hlm. 22) menyebutkan sedikitnya ada dua alasan penting, mengapa ...

This study aims to determine the effect of emotional intelligence on the understanding of the mathematical concepts of Junior High School students. This study is a correlational study conducted at SMPN 18 Kerinci with a population of eight grade students SMPN 18 Kerinci. The sample in this study was 59 students selected using a total sampling technique. Data collection instruments used were questionnaires on emotional intelligence and mathematical concepts test. Hypothesis testing used t-test. The findings showed that emotional intelligence influenced the understanding of the mathematical concepts with a determination coefficient of 27.30%.

Mathematics relation and function is one of important topics in junior high school. This study aims to see differences in the problem-solving a bilities of junior high school students who use the Model-Eliciting Activities (MEAs) and conventional models in learning mathematics relation and function. This research is a quantitative study using a quasi-experimental approach with a non-equivalent control group design. The population in this study was all of the seventh-grade students at a State Junior High School in Sungai Penuh, Jambi, Indonesia, and the sample was two groups experimental group and control group. The data collection technique used is a test of mathematical problem-solving skills. The data were analyzed by using he independent t-test to find comparisons or differences. The research result showed that there were differences in the mathematical problem-solving skills of junior high school students who used MEAs and other students who did not use MEAs. This difference occurs as a result of different treatment received by students, by MEAs students are required to be more active in understanding and formulating problems.

Calculus courses have become the basis of other mathematics courses. However, students often find obstacles in this course that cause low mastery of calculus. Therefore we need an in-depth analysis of students' obstacles in learning calculus to develop proper learning materials and methods. This research aims to analyze the students’ learning obstacles in solving mathematical problems in calculus courses. This research is a qualitative descriptive study. The subjects of this study were first-semester students of the Mathematics Department at one of the Islamic institutes in Jambi, Indonesia. The subject selection technique used is purposive sampling, while the data collection techniques used questionnaires and interviews. Based on data analysis, it was found that there were five types of errors made by students in solving mathematical problems in a calculus course, namely conceptual errors, algorithm errors, calculation errors, algebraic operations errors, and careless errors. Also, there were two types of learning obstacles experienced by students in the calculus course: epistemological obstacles and didactic obstacles. Epistemological obstacles related to conceptual errors, limited understanding of concepts, and errors in analyzing questions. While didactic obstacles related to difficulties in understanding teaching materials and inaccuracy of teaching methods. Further research is needed to overcome learning obstacles that occur in the form of developing appropriate learning materials according to the abilities and characteristics of students and applying appropriate learning models and methods.

Abstract This study aims to determine the effect of the Model-Eliciting Activities (MEAs) approach towards the students’ mathematical communication skills. This research is a quasi-experimental study by the nonequivalent posttest-only control group design. This research population was the eighth-grade students in SMP Negeri 2 Sungai Penuh that consisted of seven groups. The sample in this study consisted of two groups, namely VIII C as an experimental group and VIII D as a control group selected by cluster random sampling technique. In the experimental group, the MEAs approach was done while the control group was done with conventional learning. The research instrument used to measure students’ mathematical communication skills was a subjective test. The data were analyzed using the independent t-test. The results of data analysis showed that there is an effect of MEAs approach towards the students’ mathematical communication skills.  Keywords: Model-Eliciting Activities (MEAs) Approach, Mathematical Communication Skills