Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph

Abstract

AStudents’ skills in expressing mathematical ideas in various ways have not met the expectation. Teachers need to apply the learning providing students’ opportunities to present their mathematical ideas. Utilizing the Brain-Based Learning (BBL) approach with Autograph can help students develop their mathematical communication skills. The purpose of this study was to analyze the development of students’ mathematical communication skills. Twenty-eight 10th grade students in one of the high schools in Banda Aceh participated in the study. The instruments used were a mathematical communication skills test and the activity observation. Data were analyzed using descriptive analysis. The study showed that mathematics learning applying BBL approach with Autograph contribute to developing students’ mathematical communication skills.

The Effects of Brain-Based Learning and Project-Based Learning Strategies on Student Group Mathematics Learning Outcomes Student Visual Learning Styles

“…The test results with Dunnet, t count = 2.38> t table = 1.65 at α = 0.05 or Ho rejected, so that student learning outcomes in the Basic Mathematics Subjects applying the BBL strategy are higher than the learning outcomes of students who apply PjBL strategy specifically for students who have a visual learning style as given in Table 3. This is as Brain-based learning can improve students' mathematical communication skills (Triana and Zubainur, 2019); arithmetic involves complex area networks that investigate patterns of brain activity (Peters and De Smedt, 2018); shows increased connectivity in the brains of developing students (Susac and Braeutigam, 2014). Visual learning style that relies on the sense of sight to capture learning stimuli such as observing images, map diagrams and graphs has conformity with BBL strategy learning activities that expect student achievement through creative notes in the form of mind maps visualized because visualization is very relevant for mathematics learning, which requires thinking general and abstract (Presmeg, 1986).…”

Pengembangan Asesmen Essay Untuk Mengukur Keterampilan Pemahaman Matematis Siswa Sma Pada Materi Dimensi Tiga

“…Kemampuan Pemahaman Matematis, didefinisikan sebagai keterampilan dari peserta didik pada saat akan mengkomunikasikan permasalahan atau informasi yang diterimanya dengan menggunakan ide, gagasan, atau materi secara tertulis maupun lisan kedalam bentuk yang verbal atau simbolik serta benda lainnya (Krathwohl, 2002;Paruntu et al, 2018;Triana et al, 2019). Kemampuan pemahaman atau memahami dapat dikatakan dengan istilah "mengerti" (Mulligan & Kirkpatrick, 2000).…”