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IJSTR >> Volume 8 - Issue 3, March 2019 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Improving Communication Ability And Mathematical Self Efficacy Of Elementary School Students Through The Realistic Mathematics Learning Approach

[Full Text]

 

AUTHOR(S)

Sakinah Ubudiyah Siregar, Eva Julyanti, Jainir Efendi Siregar, Ronal Watrianthos

 

KEYWORDS

Communication Skills, Self Efficacy, Realistic Mathematics, Learning Approaches

 

ABSTRACT

The research activity was focused on improving communication skills and mathematical self-efficacy of students who obtained realistic mathematics learning approaches in elementary schools. The purpose of the study was to determine the improvement of communication skills and mathematical self efficacy of students who obtained realistic mathematics learning approaches better than students' mathematical communication skills who obtained a conventional approach. Improvement of communication skills and mathematical self efficacy of students who get a realistic mathematics learning approach will be conducted through a study of action studies on the subject of research namely elementary students in several schools around Rantauprapat City. Therefore the research that would be used was following a series of quasi-experimental studies. The results of the calculation of the two-way ANOVA calculation of the post-test minimum self-efficacy scores of students in the class given a realistic approach were 58.0 better than students in the class given conventional learning 43.0, as well as the maximum self-efficacy scores of students in the class given a realistic approach 69, 0 is better than students who were given conventional learning 58.0, thus with a posttest self-efficacy score for the class given a realistic approach 62.633 higher than the posttest average of students for the class given conventional learning 49.667 and a significant level of 0.000. In order that significant 0,000 <0,05 means H0 is rejected so it could be concluded that the increase in mathematical communication skills of students with realistic approaches is higher than students given conventional learning.

 

REFERENCES

[1]. J. . Van de Walle, Development of Primary and Secondary School Teaching Mathematics Sixth Edition Volume I. 2008.

[2]. A. Bandura, “Self-Efficacy,” Encycl. Hum. Behav. (Vol., vol. 4, no. 1994, pp. 71–81, 1994.

[3]. Turmudi, Philosophical Foundation and Mathematical Learning Theory (Explorative and Investigative Paradigm. Jakarta: PT Leuser Cita Pustaka, 2008.

[4]. E. Ruseffendi, Introduction to Helping Teachers Develop Competencies in Teaching Mathematics to Improve CBSA. bandung: Tarsito, Bandung, 2005.