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All Journal MEJ (Mathematics Education Journal)
Zukhrufurrohmah Zukhrufurrohmah
Mathematics Education, Faculty of Teacher Training and Education, University of Muhammadiyah Malang
Mathematics

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Analysis of the Flipped Classroom Model Using Digital Media in Improving Students' Mathematical Communication Skills Dinda Silvia Putri; Yus Mochamad Colily; Zukhrufurrohmah Zukhrufurrohmah
Mathematics Education Journal Vol. 7 No. 1 (2023): MEJ Vol 7 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i1.23335

Abstract

The flipped classroom model is a learning model in which activities usually carried out in class are changed to be carried out at home, such as material explanations by the teacher, and activities carried out at home are changed to be carried out at school, such as doing assignments. The research aims to describe the flipped classroom model using digital media to improve mathematical communication skills. This research is a qualitative descriptive study. The research subjects used were six junior high school students in Batu City. In the pretest and posttest, data collection techniques to determine students' mathematical communication abilities while observation to determine teacher activities in learning uses the flipped classroom model using digital media. The instruments used are test sheets and observation sheets. Data analysis techniques consist of data reduction, data presentation, and conclusion. The results showed that after using the flipped classroom model using digital media, there was an increase in mathematical communication skills. After learning according to the lesson plan, the results of observations were in the very good category. There was an increase of 53% in the indicator of the ability to write mathematical situations correctly and precisely. The indicator of the ability to write ideas or solve problems correctly and accurately increased by 33%, while the ability to write conclusions from problems using their language increased by 39%.
Analysis of Students' Mathematical Communication in Solving AKM Problems by Students with Varying Anxiety Levels Faizah Nurbani Wisnu Putri; Yus Mochamad Cholily; Zukhrufurrohmah Zukhrufurrohmah
Mathematics Education Journal Vol. 7 No. 2 (2023): MEJ Vol 7 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i2.28055

Abstract

This qualitative study analyzes students' mathematical communication while solving minimum competency assessment-type questions concerning their levels of math anxiety. The study involved 27 students in class VII B at Junior high school, with six junior high school students as subjects. Data were gathered through math anxiety questionnaires, tests with minimum competency assessment question types, and student presentation assessment sheets. The completed questionnaire was used to select subjects for the tests and presentations. The test sheet contains questions on the AKM type of flat material and three description questions. The data were analyzed through reduction, presentation, and conclusion stages. Findings indicate that students' math anxiety levels were high, medium, and low, with moderate anxiety being the most common. While no students showed low mathematical communication skills, three students were found to have average skills, and three students demonstrated high mathematical communication abilities.
Co-Authors Dinda Silvia Putri Faizah Nurbani Wisnu Putri Yus Mochamad Cholily Yus Mochamad Colily