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Jurnal Inovatif Ilmu Pendidikan
Published by Universitas Lampung
ISSN : 26568527     EISSN : 26571838     DOI : -
Core Subject : Education,
Education
Jurnal Inovatif Ilmu Pendidikan is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Inovatif Ilmu Pendidikan covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "Vol 6, No 2 (2024)" : 1 Documents clear
Analyzing Eighth-Grade Students' Mathematical Communication Skills in Solving Exponential Problems Ode, Windi Saputri; Salido, Achmad; Sirad, La Ode; Haidar, Irajuana; Prihatmojo, Agung; Husain, Dayana Sabila; Wangsa, Arma
JURNAL INOVATIF ILMU PENDIDIKAN Vol 6, No 2 (2024)
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jiip.v6i2.31840

Abstract

This study examines the mathematical communication skills of eighth-grade students in solving exponential problems. Effective mathematical communication enables students to articulate ideas clearly through writing, drawings, or symbols. A descriptive qualitative method was used, involving three students with high, medium, and low math abilities. Data were collected via problem-solving tasks and semi-structured interviews to analyze students' strategies and thought processes. Results revealed notable differences in skills: high-ability students developed accurate models but lacked consistency, medium-ability students had a sufficient foundation but struggled with contextual interpretation, and low-ability students relied on basic operations without grasping the problem's context. These findings emphasize the need for adaptive learning approaches tailored to students' abilities to enhance mathematical communication. Study limitations include a small sample size and narrow topic focus. Future research should explore broader samples and topics to deepen insights, contributing to the development of more responsive math teaching methods that effectively foster mathematical communication skills.

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