Effectiveness of the application of Quantum Learning Model in terms of students' written mathematical communication skills

Abstract

This research aimed (1) describe the implementation of learning in the classroom with the Quantum Learning model, (2) describe the students' written mathematical communication skills with Quantum Learning, and (3) describe the effectiveness of applying the Quantum Learning model to the written mathematics communication skills of junior high school students class VIII. The research was conducted in the even semester of the 2019/2020 school year in class VIII of SMP Muhammadiyah 2 Malang. This research is a type of descriptive research with quantitative methods. The initial stage of the research is the planning stage starting from determining the location and time of the study up to the validation of the research instruments used. The next stage is the implementation stage which is held three times by giving a description test to measure the ability of written mathematical communication at the third or final meeting. The last step is analyzing data obtained from the field. The data analysis technique used descriptive statistics. The results showed the average overall implementation of learning was in the good criteria of 83.92%. The ability of written mathematics communication in grade VIII A students of SMP Muhammadiyah 2 Malang is a very good criterion of 3.04. Therefore, it can be concluded that the application of the Quantum Learning model is effective to the written mathematics communication of junior high school students, especially in class VIII A.Keywords: Effectiveness, Quantum Learning, The implementation of learning, written mathematics communication.

Junior High School Students’ Mathematical Communication in the Written Answers Problem

“…Students do not fill out the answer sheet wholly based on the information contained in the questions. In line with the research results (Utari et al, 2020), some students enter their values first, then interpret and make conclusions. Some students make counts by hand, without using formulas or concepts and mathematical symbols.…”

“…It was evident that students' mathematics communication abilities are still lacking. Because students still struggle with mathematical communication, it is critical to find approaches to improve students' mathematical communication skills (Utari et al, 2020;Zahara et al, 2020). In this research, students' mathematical communication is defined as translating ordinary occurrences into a written mathematical model.…”

The improvement of 10th students' mathematical communication skills through learning ellipse topics

“…Aside from that, the authors have pointed out differences in the effects of problem-based learning (Hidayati et al, 2020;Sudia and Muhammad, 2020); and another study is based on project-based learning models without scaffolding (Paruntu et al, 2018). Meanwhile, some authors hope to improve students' mathematical communication skills through learning models such as digital teaching module (Setiyani et al, 2020), cooperative learning (Salsabil et al, 2017), ASSURE learning (Sundayana et al, 2017), learning devices based on constructivism approach (Zulaika and Syarifuddin, 2018), problem-posing and think-pair-share learning models (Rohim and Umam, 2019), school location (Juliarta and Landong, 2020), self-regulated learning (Sudia and Muhammad, 2020), quantum learning (Utari et al, 2020). Reikerås (2020) says that in toddlers, play abilities and mathematical abilities are linked, including the capability for mathematical communication.…”

The efficacy of a four-stage learning model incorporating ACODESA method and mind map in fostering students’ mathematical communication skills: A data report

“…Theorems and judgments can be proven orally or in writing to aid others in understanding a problem. Teachers typically categorize students' mathematical communication into four distinct types: oral (speaking and listening), written (writing assignments), oral (reading), and listening (listening to spoken language) (Wilson, 2009;Utari et al, 2020;Utomo and Syarifah, 2021).…”