Incorporating Learning Motivation and Self-Concept in Mathematical Communicative Ability

Abstract

<p class="apa">This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X<sub>1</sub>) and self-concept (X<sub>2</sub>) can contribute to the mathematical communicative ability (Y).</p><p class="apa">The test instruments showed the following results: (1) simple regressive equation Y on X<sub>1</sub> was <em>Ŷ</em> = 32.891 + 0.43X<sub>1</sub>, simple linier regressive test Y on X<sub>1</sub> was F<sub>cal</sub> = 1.272< F<sub>tab</sub> = 1.897 and pertained to linear regression at significant level of 5%, (2) simple regressive equation Y on X<sub>2</sub> was <em>Ŷ</em> = 33.68 + 0.44X<sub>2</sub>, simple linear regressive test Y on X<sub>2</sub> was F<sub>cal</sub> = 0.616< F<sub>tab</sub> = 1.897 and pertained to linear regression at significant level of 5%.</p><p class="apa">The data analysis of the variable correlation could be seen as follows: (1) learning motivation (X<sub>1</sub>) with mathematical communicative ability (Y) was r<sub>cal</sub> = 7.730> r<sub>tab</sub> = 4.020 indicated the positive correlation at significant level of 5%, (2) self-concept (X<sub>2</sub>) with mathematical communicative ability (Y) was r<sub>cal</sub> = 8.375> r<sub>tab</sub> = 4.020 showed the positive correlation at significant level of 5%.</p><p class="apa">The result of this study is that there was a positive relationship between learning motivation (X<sub>1</sub>) and mathematical communicative ability (Y), and also self-concept (X<sub>2</sub>) and mathematical communicative ability (Y).</p>

The Effect of Prior Knowledge, Emotional Intelligence and Motivation on Mathematical Communication

“…The difference level of Emotional Intelligence will do an effect into each students' Prior Knowledge. Rajagukguk (2016) denoted that there is another thing in which is giving an effect to Mathematical Communication that is Motivation. Aqilah, Roza, & Maimunah (2021) in their research found a positive and significant effect of learning Motivation on Mathematical Communication which leads to Mathematical Communication is effected by the value of learning Motivation.…”

“…Aqilah, Roza, & Maimunah (2021) in their research found a positive and significant effect of learning Motivation on Mathematical Communication which leads to Mathematical Communication is effected by the value of learning Motivation. Next Rajagukguk (2016) argued that Motivation consists of two that is internal and external Motivation. Internal Motivation is commonly more longer last than external Motivation.…”

Examining Pre-Service Mathematics Teachers’ Written Mathematical Communication Skills

“…Matematiksel iletişim becerisi; matematiksel fikirleri yazılı ve sözlü olarak ifade etme, anlama, yorumlama ve değerlendirme, fikirleri farklı modeller ile temsil etme ve bu matematiksel modeller arasındaki ilişkileri açıklamak için terim, notasyon ve matematiksel yapıları kullanma becerisidir (Rajagukguk, 2016). Matematik okuryazarlığı, yaşam boyu öğrenme ve herkesin öğrenebileceği matematik gibi sosyal hedeflere ulaşılmasında matematiksel iletişimin rolü büyüktür.…”

“…Matematiksel iletişim, öğrencilerin kavramsal anlamaları, problem çözme becerileri, akıl yürütmeleri (Kaya ve Aydın, 2016;Lomibao, Luna ve Namoco, 2016) ile öğrenme motivasyonları ve benlik kavramlarını (Rajagukguk, 2016) ve matematiksel düşüncelerini geliştirmek (Kabasakalian, 2007), öğretmenlerin öğretimsel karar verme süreçlerinde onlara yardım etmek (Pourdavood & Wachira, 2015) ve matematik kaygılarını azaltmak (Lomibao ve ark., 2016) için gerekli bir araçtır.…”

Komunikasi Matematis Tulis Siswa melalui Penerapan Pendekatan Student Center Learning

“…Pembelajaran matematika sebagai aktivitas sosial yaitu adanya interaksi antar siswa, interaksi guru dan siswa merupakan bagian penting untuk memelihara dan mengembangkan potensi matematika siswa. Demikian pula (Rajagukguk, 2016) menyatakan bahwa pentingnya kemampuan komunikasi matematis bagi siswa adalah untuk meningkatkan keterampilan matematisnya, terutama dalam mengomunikasikan ide-ide dengan simbol, tabel, diagram atau media lain untuk mengklarifikasi situasi atau masalah matematis.…”