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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Matematika SoLuSi ( Tersohor Luas dan Berisi ) Journal on Mathematics Education (JME) Jurnal S2 Pendidikan Matematika Journal on Mathematics Education (JME) JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Journal of Mathematics and Mathematics Education JIPM (Jurnal Ilmiah Pendidikan Matematika) Al-Jabar : Jurnal Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika Indonesian Journal of Science and Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal on Emerging Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Journal of Educational Research and Evaluation International Journal of Elementary Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika jurnal dikdas bantara Nusantara: Jurnal Pendidikan Indonesia Jurnal Basicedu Jurnal Ilmiah Ilmu Terapan Universitas Jambi Mamangan Social Science Journal International Journal of Mathematics and Mathematics Education (IJMME) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Proceeding International Conference on Mathematics and Learning Research Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Journal on Mathematics Education
Budi Usodo
Universitas Negeri Sebelas Maret, Surakarta, Indonesia
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ELEMENTARY STUDENTS MATHEMATICAL PROBLEM-SOLVING VIEWED FROM INTERPERSONAL INTELLIGENCE Permataari, Desty Ratna; Soegiyanto, Heribertus; Usodo, Budi
Journal on Mathematics Education Online First
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.2.5387.%p

Abstract

Problem-solving ability is one of the fundamental skills that must be mastered by students because problem-solving skills will help to solve problems in other subjects as well as everyday life. Therefore, the problem-solving ability is a common goal of learning mathematics. Success in mathematical problems solving is influenced by student abilities and skills in creating social relations. Student abilities and skills in creating social relations and to work effectively with others called interpersonal intelligence. This research aims to describe mathematical problem solving of elementary students used the descriptive qualitative method which data was collected through questionnaire, test, and interview. Results showed that students with high interpersonal intelligence could master four indicators of problem-solving, namely understand the problem, devise a plan, carry out the idea, and lock back. Students with average interpersonal intelligence can master understands the problem and design a plan indicator, but sometimes they cant carry out the plan correctly. Students with low interpersonal intelligence just understanding the problem, but they cant devise the plan well.
THE KINDS OF QUESTIONS ASKED BY NOVICE TEACHERS IN LEARNING MATHEMATICS Zahra, Labiba; Kusmayadi, Tri Atmojo; Usodo, Budi
Journal on Mathematics Education Online First
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.2.5267.%p

Abstract

This study described the kinds of questions asked by novice teachers during mathematics learning process in senior high school. This study used descriptive analysis. The subjects of this study were 2 novice teachers who teach mathematics in 10th grade. The result shows that the frequent questions asked by novice teacher based on the objective were compliance questions, rhetorical questions and sometimes prompting questions and probing questions. The frequent questions asked by novice teacher based on the cognitive process dimension of Revised Bloom’s Taxonomy were questions of remembering, questions of understanding, questions of applying, questions of analyzing and questions of evaluating. The novice teacher asked the routine questions which had same thinking level. The question with the highest level in thinking didn’t ask by the novice teacher. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE BERBASIS ASSESSMENT FOR LEARNING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN PONOROGOTAHUN 2013/2014 Dwi A, Yuridis Madyarsa; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: This research was aimed to know in polyhedral concept: (1) which one give better achievement between TPS-AfL, TPS, or Direct Learning, (2) which one have better achievement between high, medium or low creativity students, (3) for each creativity levels, which one give better achievement between TPS-AfL, TPS, or Direct Learning, (4) for each learning model, which one have better achievement between high, medium or low creativity students. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of SMPN even semester academic year 2013/2014 in Ponorogo regency. The sample was taken by using stratified cluster random sampling. Total sample was 255 students, consisted of 79 students as TPS-AfL sampel, 89 students as TPS sampel, and 87 students as Direct Learning sampel. The data were collected by using documentation, questionnaire and test. The data of research were analyzed by using analysis of variance with unequal cells, then continued by using Scheefe? method. According to the data analysis, it can be concluded that in polyhedral concept: (1) students learnt using TPS-AfL and TPS, had better achievement than students learnt using Direct Learning, students learnt using TPS-AfL had better achievement than students learnt using TPS, (2) high creativity students had better achievement than those of medium and low creativity students, however medium and low creativity students had the same achievement, (3) for TPS-AfL and TPS learning, students with high, medium, and low creativity had the same achievement, for Direct Learning, high creativity students had the same achievement as medium creativity students, however medium creativity students had the same achievement as low creativity students, meanwhile high creativity students had better achievement than low creativity students, (4) for high and medium creativity students, TPS-AfL, TPS, and Direct Learning gave the same achievement, meanwhile for low creativity students, TPS-AfL gave better achievement than students TPS and Direct Learning, meanwhile, TPS and Direct Learning gave the same achievement.Keywords: TPS-AfL, TPS, Direct Learning, Creativity
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN GUIDED NOTE TAKING (GNT) PADA MATERI BANGUN RUANG DITINJAU DARI AKTIVITAS BELAJAR SISWA KELAS VIII SMP NEGERI Se-KABUPATEN KLATEN TAHUN PELAJARAN 2013/2014 Susilawati, Dyah; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

 Abstrac: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from learning activities of the students. The learning models compared were the Team Assisted Individualization (TAI) with Guided Note Taking (GNT) learning model, the Team Assisted Individualization (TAI) learning model, and conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VIII of state Junior Secondery  School of the Klaten regency in Academic Year 2013/2014. Instruments used to collect data were mathematics achievement test and the learning activities questionnaire. The data were analyzed using unbalanced two ways ANOVA. The results of the research are as follows. 1) The cooperative learning model of TAI with GNT result in a better learning achievement in Mathematics than the  cooperative learning model of TAI and the conventional learning model, whereas cooperative learning model of TAI result in the same good learning achievement in Mathematics as the learning model conventional. 2) The students with the high learning activities have the same good learning achievement in Mathematics as  the moderate learning activities. The students with the high and moderate learning activitiy have a better learning achievement in Mathematics than those with low learning activities. 3) In the cooperative learning model of TAI with GNT and TAI, the students with the high learning activities have the same good learning achievement in Mathematics as those with the moderate activities and the students with high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. In the conventional learning model, the students with high learning activities have the same good learning achievement in Mathematics as those with the moderate learning activities, whereas the high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. 4) For the students with the high and moderate learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI and the conventional learning model. The student with the low learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI, whereas the cooperative learning model of TAI with GNT and TAI result a better learning achievement in Mathematics than those the conventional learning model.Keywords: Team Assisted Individualization (TAI), Guided Note Taking (GNT), conventional learning, Learning Activities, Learning Mathematics Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN JIGSAW II PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Ahmad, Ahmad; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The objectives of this research were to investigate: (1) which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement, (2) which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, and (4) in each of the high, moderate, and low spatial abilities  which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement. This research used the quasi experimental research method with the factorial design of . Its population was all of the students of State Junior Secondary Schools of Karanganyar regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 285 students, and they were divided into three classes, namely: 96 in Experimental Class I, 95 in Experimental Class II, and 94 in Control Class.  The data of the research were gathered through test of spatial ability and test of learning achievement in Mathematics. The proposed hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The cooperative learning model of the GI type results in a better learning achievement than the direct learning model, but results in the same good learning achievement in Mathematics as the Jigsaw II learning model, and the Jigsaw II learning model results in a better learning achievement than the direct learning model. 2). The students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability, but the students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability. (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning, students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability, and both the students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability. 4) in each of the high, moderate, and low spatial abilities,  the Cooperative learning model of the GI type and the Jigsaw II learning model result in a better learning achievement in Mathematics than the direct learning model, but the cooperative learning model of the GI type results in the same good learning achievement as the Jigsaw II learning model.Keywords: Group Investigation (GI), Jigsaw II, learning achievement, and spatial ability.
EKSPERIMENTASI MODEL PEMBELAJARAN NESTED DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA KELAS VIII MTs PONOROGO TAHUN PELAJARAN 2013/2014 Rivia J, Hefin Dwi; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The objectives of this study were to know: (1) which one gave students a better learning achievement, Nested learning model and Think Pair Share with Contextual, or Direct Instruction, (2) which one has better learning achievement in mathematics, students who have the level of low anxiety, medium one, or high one. (3) which level of anxiety in learning mathematics gave better learning achievements using Nested learning model and Think Pair Share with Contextual approach, or Direct Instruction, (4) which learning model (Nested and Think Pair Share with Contextual approach, or Direct Instruction) gave better learning achievement in mathematics toward students with high, medium or low anxiety. It was a quasi-experimental study using two independent variables (model of learning and the anxiety of learning mathematics) and one dependent variable (learning achievement of mathematics). The instruments used to collect the data were documentation, testing, and questionnaires. Two-way ANOVA with unequal cell was used to analyze the data. The sample-taking was done using Stratified Cluster Random Sampling. The results of the research were: (1) the learning achievement in Nested learning model is better than learning achievement in Think Pair Share learning model and Direct Instruction, the learning achievement in Think Pair Share learning model is better than Direct Instruction one, (2) students with low anxiety have better learning achievement in mathematics than students with medium and high anxiety, and the ones having medium anxiety have better learning achievement in mathematics than the ones with high anxiety, (3) in Nested, Think Pair Share, and Direct Instruction learning model, the learning achievement in mathematics toward low anxiety students is better than medium and high anxiety students and medium anxiety students learning is better than high anxiety, and (4) in low, medium, and high anxiety students, the learning achievement in Nested learning model is better than Think Pair Share model and Direct Instruction, Think Pair Share model is better than Direct Instruction one.Keywords: Nested, Think Pair Share, Direct Instruction, Anxiety. 
PENERAPAN METODE PEMECAHAN MASALAH DENGAN PENDEKATAN RECIPROCAL TEACHING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN PARTISIPASI SISWA KELAS VIII.I SMP NEGERI 3 KARANGANYAR TAHUN PELAJARAN 2012/2013 Veva, Ervina Yulias; Usodo, Budi; Pramesti, Getut
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 2, No 2 (2018): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 2, Nomor 2, Maret 201
Publisher : F.KIP Universitas Sebelas Maret

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Abstract

Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap, yaitu perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas VIII.I SMP Negeri 3 Karanganyar tahun pelajaran 2012/2013. Data penelitian diperoleh melalui observasi dan tes. Teknik analisis data adalah dengan teknik analisis deskriptif. Validasi data dari partisipasi siswa dan proses pembelajaran dengan menggunakan teknik triangulasi sumber. Hasil penelitian menyimpulkan penggunaan metode pemecahan masalah dengan pendekatan reciprocal teaching dapat meningkatkan kemampuan komunikasi matematis dan partisipasi siswa. Pada siklus I, rata-rata persentase kemampuan komunikasi matematis yang berhasil dicapai siswa sebesar 57,03% dan pada siklus II rata-rata persentase kemampuan komunikasi matematis siswa mengalami peningkatan sebesar 11,53% menjadi 68,56%. Pada siklus I diperoleh rata-rata persentase partisipasi siswa mencapai 68,75% dan pada siklus II rata-rata persentase partisipasi siswa mengalami peningkatan sebesar 18,75% menjadi 87,50%. Berdasarkan hasil tersebut dapat disimpulkan bahwa penerapan metode pemecahan masalah dengan pendekatan reciprocal teaching dapat meningkatkan kemampuan komunikasi matematis dan partisipasi siswa kelas VIII.I SMP Negeri 3 Karanganyar tahun pelajaran 2012/2013.
UPAYA MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN ARIAS (ASSURANCE, RELEVANCE, INTEREST, ASSESSMENT, SATISFACTION) PADA SISWA KELAS VIII H SMP NEGERI 2 MOJOLABAN TAHUN PELAJARAN 2016/2017 Manora, Yupi Ayu; Usodo, Budi; Pramudya, Ikrar
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 1, No 4 (2017): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 1, Nomor 4, Juli 2017
Publisher : F.KIP Universitas Sebelas Maret

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Abstract

Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan penerapan model pembelajaran ARIAS (assurance, relevance, interest, assessment, satisfaction) yang dapat meningkatkan motivasi belajar matematika siswa, mengetahui peningkatan motivasi belajar matematika siswa setelah diterapkan model pembelajaran ARIAS, dan mengetahui dampak penerapan model pembelajaran ARIAS terhadap prestasi belajar siswa. Penelitian dilaksanakan dalam dua siklus dengan tiap siklus terdiri atas empat tahap yaitu perencanaan, pelaksanaan, observasi, dan refleksi.Subjek penelitian adalah guru matematika dan siswa kelas VIII H SMPN 2 Mojolaban yang berjumlah 32 siswa.Data yang dikumpulkan pada penelitian ini adalah data keterlaksanaan pembelajaran yang diperoleh dari hasil observasi, data motivasi belajar matematika yang diperoleh dari hasil angket, dan data prestasi belajar siswa yang diperoleh dari hasil tes. Indikator keberhasilan penelitian ini adalah persentase siswa yang memiliki motivasi belajar matematika kategori tinggi lebih dari atau sama dengan 70%. Hasil penelitian menunjukan bahwa penerapan model pembelajaran ARIAS dapat meningkatkan motivasi belajar matematika siswa kelas VIII H SMPN 2 Mojolaban tahun ajaran 2016/2017. Hal ini didasarkan pada hasil yang diperoleh pasca tindakan dimana siswa yang memiliki motivasi kategori tinggi hanya 46,88%. Selanjutnya, setelah dilakukan tindakan dengan menerapkan model pembejaran ARIAS siswa yang memiliki motivasi kategori tinggi meningkat menjadi 59,38% pada siklus I dan meningkat menjadi 78,12% pada siklus II. Kemudian, dari hasil tes persentase ketuntasan prestasi siswa mengalami peningkatan menjadi 53,12% pada siklus I dan meningkat menjadi 81,25% pada siklus II.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME PADA MATERI BARISAN DAN DERET DITINJAU DARI GAYA KOGNITIF SISWA KELAS XI SMK NEGERI 8 SURAKARTA TAHUN PELAJARAN 2013/2014 Nahdiya, Nikmah Alfi; Usodo, Budi; Triyanto, Triyanto
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 2, No 1 (2018): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 2, Nomor 1, Januari 2
Publisher : F.KIP Universitas Sebelas Maret

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Abstract

Penelitian ini bertujuan untuk mengetahui: (1) manakah yang menghasilkan prestasi belajar matematika yang lebih baik, pembelajaran matematika menggunakan model pembelajaran kooperatif tipe STAD dengan pendekatan RME atau pembelajaran matematika menggunakan model pembelajaran konvensional pada materi barisan dan deret, (2) manakah yang menghasilkan prestasi belajar matematika yang lebih baik, siswa dengan gaya kognitif field independent atau siswa dengan gaya kognitif field dependent pada materi barisan dan deret, (3) manakah yang menghasilkan prestasi belajar matematika yang lebih baik, siswa yang megikuti model pembelajaran kooperatif tipe STAD dengan pendekatan RME atau siswa yang mengikuti model pembelajaran konvensional pada masing-masing gaya kognitif siswa pada materi barisan dan deret.Dari hasil penelitian ini dapat disimpulkan bahwa: (1) pembelajaran matematika menggunakan model pembelajaran kooperatif tipe STAD dengan pendekatan RME menghasilkan prestasi belajar matematika yang lebih baik daripada pembelajaran matematika menggunakan model pembelajaran konvensional pada materi barisan dan deret, (2) siswa dengan gaya kognitif field independent menghasilkan prestasi belajar matematika yang lebih baik daripada siswa dengan gaya kognitif field dependent pada materi barisan dan deret, (3) pada siswa dengan gaya kognitif field independent dan field dependent, siswa yang mengikuti model pembelajaran kooperatif tipe STAD dengan pendekatan RME menghasilkan prestasi belajar matematika yang lebih baik dari pada siswa yang mengikuti model pembelajaran konvensional pada materi barisan dan deret
ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SECARA TERTULIS PESERTA DIDIK KELAS X SMA N 1 SUKOHARJO DITINJAU DARI PERBEDAAN GENDER Rahmawati, Retno Dwi Putri; Usodo, Budi; Chrisnawati, Henny Ekana
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 1, No 3 (2017): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 1, Nomor 3, Mei 2017
Publisher : F.KIP Universitas Sebelas Maret

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Abstract

Tujuan penelitian ini adalah untuk mengetahui karakteristik komunikasi matematis secara tertulis pada peserta didik perempuan dan laki-laki, mengetahui faktor-faktor yang mempengaruhi dan memberikan solusi alternatif yang dapat mengembangkan kemampuan komunikasi matematis secara tertulis.Penelitian ini merupakan penelitian kualitatif. Subjek penelitian adalah peserta didik kelas X MIA 1. Subjek ditentukan dengan teknik sampel bertujuan sehingga diperoleh 2 peserta didik perempuan dan 2 peserta didik laki-laki yang memiliki kemampuan komunikasi matematis tingkat 2. Sumber data berasal dari guru dan peserta didik. Teknik pengumpulan data adalah observasi, tes dan wawancara. Teknik analisis data menggunakan tiga kegiatan yaitu reduksi data, penyajian data, dan pengambilan kesimpulan. Validitas data menggunakan teknik triangulasi waktu.Berdasarkan hasil analisis data diperoleh informasi bahwa peserta didik perempuan dan laki-laki mampu dengan benar menuliskan informasi terkait konteks isi persoalan ke dalam kalimat matematis akan tetapi peserta didik perempuan lebih teliti dalam menghimpun informasi; dalam memahami istilah-istilah matematis pengetahuan peserta didik perempuan dan laki-laki minimal efektif untuk menjelaskan konteks persoalan; peserta didik perempuan dan laki-laki menuliskan notasi matematika dengan tidak tepat, tidak mengetahui makna notasi yang dituliskan, terkadang menuliskan notasi yang tidak bermakna, kemudian peserta didik perempuan terkadang juga menuliskan notasi yang ambigu atau mempunyai makna ganda; peserta didik perempuan dan laki-laki menyelesaikan persoalan matematika dengan tidak lengkap; tidak dapat menuliskan argumen pada setiap prosedur penyelesaian; mampu menyampaikan ide atau relasi matematika ke dalam gambar yang mengilustrasikan konteks permasalahan. Akan tetapi peserta didik laki-laki mengalami kesulitan dalam menyampaikan ide ke dalam gambar pada persoalan jarak pada soal yang tidak eksplisit. Faktor yang mempengaruhi komunikasi matematis yaitu : pembelajaran dan evaluasi yang mengutamakan hasil daripada proses serta tidak ada pemahaman terkait manfaat memiliki komunikasi matematis secara tertulis yang baik. Beberapa solusi alternatif yakni : membiasakan pembelajaran dan evaluasi yang mengutamakan pada proses dan hasil, serta memahamkan peserta didik mengenai manfaat berkemampuan komunikasi matematis secara tertulis. 
Co-Authors A.A. Ketut Agung Cahyawan W Adi Nurcahyo Adwitiya Sarwahita, Salsabila Agnes Reswari Ingkansari Ahmad, Ahmad Ahmad, Ahmad Al Firdaus, Nabila Uristu Andhika, Niken Dwi Ardelia, Nadia Rizki Ardiyanto, David Ardiyanto, David Arianti Puspita Dewi Aritsya Imswatama Asrowi Asrowi Astri Wahyuni Asy’ari Asy’ari Asy’ari, Asy’ari Auliya, Anisa Rima Binti Anisaul Khasanah Brilliyanti, Fanny Brilliyanti, Fanny Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Cahyani, Apri Winar Chrisnawati, Henny Ekana Chrisnawati, Henny Ekana Chumdari Chumdari, Chumdari Dewi Retno Sari Saputro, Dewi Retno Dian Devita Yohanie Yohanie Dian Dwi Astutik, Dian Dwi Dian N Safitri Dian Panji Wicaksono Dian Ratna Puspananda Dwi A, Yuridis Madyarsa Dwi A, Yuridis Madyarsa E.P.U, Moertiningsih Edwin Latif Hardiyanto Eka Nur Azizah Endang Hariyati Ersam Mahendrawan Fahimah Andini Farah Heniati Santosa, Farah Heniati Farida Nurhasanah Ferri Ardianzah Fida Rahmantika Hadi, Fida Rahmantika Fitriana, Laila Fuany, Anggun Gunarhadi Gunarhadi, Gunarhadi Haniah, Wahyu Nur Harjati, Juliana Kristin Hendriyanto, Agus Henny Ekana Chrisnawati Heribertus Soegiyanto, Heribertus Hidayat Bahktiar, Hidayat Hidayatulloh Hidayatulloh Iffah, Rona Dhiya Layli Ilham Rais A Imam Sujadi Ira Kurniawati Irene Endah Tri Winihati Isnaeni Umi Machromah Isnandar Iswanti, Partia Juniarto, Suci Juniati Juniati Karina Pramitasari, Karina Kartikaningtyas, Nafiqoh Elsa Kristiani, Theresia Kurniawati, Ira Kusmayadi, Tri Atmojo Kusmayadi, Tri Atmojo Kuswardi, Yemi Kuswardi, Yemi Labiba Zahra, Labiba Lingga Nico Pradana Maghfiroh Yanuarti Manora, Yupi Ayu Maratu Shalikhah, Maratu Mardiyana Mardiyana Mardiyana, Mardiyana Maullina, Eka Siti Mishbahul Huda, Mishbahul Mulyaningrum Lestari, Mulyaningrum Munawaroh Munawaroh Munzayanah, Nurul Murdoko, Yustinus Nada, Yusrina Qotrun Nahdiya, Nikmah Alfi Nansiana, Millenia Nadhea Nelly Indriastuti P Nindia Elisie Anggraini Nok Yeni Heryaningsih, Nok Yeni Novia Dwi Rahmawati Novia Fajar Utami Nugrohorini, Parwo Nunung Juwariah, Nunung Nur Anida Laila Nurlaily, Vivi Astuti Nurlaily, Vivi Astuti NURUL AZIZAH Nuryani Destiningsih, Nuryani Nyoto Nyoto, Nyoto Ony Syaiful Rizal, Ony Syaiful Paryatun, Suji Paryatun, Suji Permataari, Desty Ratna Pinilih, Anggoro Canggih Pramesthi, Getut Pramesti, Getut Pramudya, Ikrar Puput Suriyah Purnama, Agung Eka Purwaningsih, Tri Purwaningsih, Tri Rachmawati, Intan Rahayu, Heni Septi Rahayu, Nastiti Rahmat Winata Rahmawati, Retno Dwi Putri Rany Widyastuti Ratna Herawati Ratnasari Ratnasari Reka Pramukti, Reka Retnowati, Evi Riswandha, Septian Henry Rivia J, Hefin Dwi Riyadi . Riyadi Riyadi Rizqona Maharani, Rizqona Robia Astuti S Siswanto Sa'idah, Ulya Safitri, Rini Dewi Saki, Saki Salistiyani, Salistiyani Sandhy Prasetyo Tito Kurniawan, Sandhy Prasetyo Santosa, Eka Budhi Sarnoko Sarnoko, Sarnoko Sasongko, Anggi Setiaputra, Felix Indra Sholeh Muntasyir Sigit Pamungkas Siswanto Sri Adiningsih Sri Indayani, Sri Sri Subanti Sri Yamtinah Sudiyanto Sujadi, Imam Suryanto, Suryanto Susilawati, Dyah Sutopo Sutopo Sutopo, Sutopo Sutrisno Sutrisno Syarifah, Triana Jamilatus Tien Syarifah Hafidhah, Tien Syarifah Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Triyanto, Triyanto Tuti, Dewi Setyas Umi Fadlilah, Umi Veva, Ervina Yulias Vivi Fenty Anggraeny Wahartojo, Sri Wahyu Kusumaningtyas Wicaksana, Hafid Wicaksana, Hafid Wulandari, Lina Yemi Kuswardi, Yemi Yolan Kusumaningtyas, Yolan