ICMSE .
: 27-38
International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse The StudentsAo Mathematical Communication Skills Based on The Levels of Self-Awareness Yoni Sunaryo1,.
Stevanus Budi Waluya2,.
Wardono3,.
Nuriana Rakhmani Dewi4,.
1,2,3,4 Author Affiliations Department of Mathematics Education.
Universitas Negeri Semarang, 50229 Central Java.
Indonesia Author Emails Corresponding author: .
budiw@mail.
yonisunaryo@students.
nurianaramadan@mail.
wardono@mail.
Abstract Mathematical communication is one of the important skills that students should possess.
This mathematic communication skill belongs to the cognitive realm and is influenced by the affective one, one of which is self-awareness.
Thus, this study is aimed at finding out the studentsAo mathematical communication skills based on the subjectsAo self-awareness.
The subjects of this study are the students of the Mathematics Education Program in one of the private universities in Indonesia.
The instruments of the study are a mathematical communication skill test, interview guidelines, and a questionnaire on self-awareness.
The results of the study revealed that the students of the High and Medium self-awareness categories were able to find a way to finish the questions of the linear program in all indicators, namely mathematical expression indicator, drawing, and writing.
In the first indicator in the Low self-awareness category, the subjects were able to make a mathematic model in the form of a system of linear inequalities.
In the second indicator, drawing, the subjects could not perform the completion stage by counting every angle in the solution set area.
Keywords: Mathematical communication, mathematic modeling, self-awareness AU INTRODUCTION Communication is an attempt to convey messages, ideas, or information from communicators to communicants, and vice versa.
Mathematical communication skills are compulsory to nurture so that students can get involved in learning and avoid the assumption that mathematics is a difficult and scary subject to learn .
Communication is the ability that should be mastered by all students in all subjects, not only in Besides the fact that communication is important in all subjects, it is also important in real life.
Thus, the skill of communication in mathematics is important for the students .
Communication plays an important role in the learning process, including in learning mathematics .
Mathematics Education, the ability to communicate is one of the skills needed by the students .
Mathematical communication is one of the skills needed by the students .
The studentAos cognitive skill is one of the mathematical communication skills .
Mathematics as a subject has a special way of communicating mathematics .
Mathematical communication is acceptable generally in various fields.
Mathematical understanding and communication are the things that are noticed globally.
In various countries, teachers and scientific organizations have explicitly identified communication competence as one that is needed for scientific literacy in the twenty-first century .
Language and other forms of communication support the representation improvement of students, which becomes a basic to build their mathematic knowledge .
Mathematical communication skill is important for students because it leads them to mathematical problem-solving by using good reasoning, describing mathematic ideas into mathematic models, and relating the process to various concepts of mathematics in the contexts of daily life and other disciplines .
One of the important purposes of studying mathematics is to develop individuals to implement mathematics in daily life and solve problems in real life .
Considering the importance of mathematical communication skills, it is important to create a learning environment that can support mathematical communication .
Language and communication are regarded as the main components in the teaching and learning of mathematics.
However, there is an unanswered question about the connecting feature among language, mathematics, teaching, and learning.
Encouraging communication during learning can occur by giving support and questions that are specially designed for the ICMSE .
: 27-38 International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse students to communicate in oral and written modes through discussions, sharing ideas among the students, and writing assignments.
According to some experts, it is concluded that mathematical communication skill is an important skill both in mathematics subject and in other subjects.
A good mathematical communication skill enables the students to give arguments to outline ideas of mathematics into mathematic models and connect these processes to various concepts of mathematics, everyday life, and other discipline contexts.
Mathematical communication skills can be developed or improved through learning that encourages students to communicate both orally and in written mode through discussions, sharing ideas among the students, and working on assignments.
Along with the definition of the mathematical communication skill, the indicators used to see the mathematical communication ability are different as well.
Three sub-themes appeared from the most used concepts by teachers to define mathematical communication: .
mathematic understanding, .
the use of mathematics in a real-life context, and .
the use of mathematic language .
Furthermore, the three skills that are assessed in the mathematical communication skill are: 1.
Writing .
ritten tex.
, which means describing ideas or solutions to a problem by using oneAos language.
Da1rawing, which means explaining ideas or solutions to a problem in the form of drawing.
Mathematic expression, which means explaining the problems or daily events in mathematic model language .
Therefore, this study employs the indicators of 1.
Writing .
ritten tex.
Drawing.
Mathematic expression.
Cognitive competence is influenced by the affective domain, and the affective domain is one of the objectives of learning mathematics.
Self-awareness belongs to the affective domain that has a great impact and tight correlation to the studentAos ability to solve problems given by the lecturers to find out to what extent the students can solve them responsibly.
Self-awareness in everyday life has some features visible to the personality, as stated by Solso that the self-awareness features include the attention aspect, wakefulness, architecture, remembering knowledge, and emotions .
Self-awareness in mathematics learning has to be paid attention to as well because every kind of task should be based on self-awareness .
Parek stated that the one with a high self-awareness will possess a value system in himself, thus he can reflect on and control himself so that he performs the behavior that is appropriate with his positive thinking .
The ability to control oneself in self-awareness affects the form of communication with others.
Thus, the problem statement of the current study is AuHow was the studentsAo mathematical communication skill based on the levels of self-awareness of High, medium, and low levels?Ay.
AU METHODS
Research Subjects The subjects of this study were the students of the Mathematic Education Program at one of the private universities in West Java province.
The subjects consisted of thirteen students who participated in the mathematic competence test and completed a self-awareness questionnaire.
As the triangulation research method, in the interview phase, six subjects participated considering that two subjects had a high level of self-awareness, two subjects had a medium level of self-awareness, and the last two subjects had a low level of self-awareness.
Research instruments There were three instruments used in this study, as elaborated as follows.
AU The mathematical communication skill test consists of three questions appropriate to the mathematical communication indicators being tested.
The test was in an essay form.
The test questions were previously tried out by using tests of validity, reliability, appropriateness, and level of difficulty.
This is aimed at achieving the appropriate instruments of the study.
AU The self-awareness questionnaire was used to find out the levels of the studentAos self-awareness.
The questionnaire had statements that should be answered AuyesAy or AunoAy, then Austrongly agree (SA).
Agree (A).
Disagree (D), and Strongly Disagree (SD).
Each item had a minimum score of 1 and a maximum score of 5.
Number TABLE 1.
Self-awareness Questionnaire Items Indicators Statements Statement The studentsAo understanding of the mathematic perception Positive ( ) The studentsAo point of view of the importance of mathematic 3,4,5,6 Positive ( ) ICMSE .
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International Conference on Mathematics.
Science, and Education AU
QRCBN 62-6861-0508-697
https://proceeding.
id/icmse The studentsAo motivation revealed to solve mathematic 7,8,9,10 Positive ( ) Source: .
This Questionnaire was one of the measurements used in this study to measure the levels of the studentAos self-awareness based on the indicators of self-awareness, presented in 10 questions stated in the questionnaire.
The category of measuring the self-awareness category of the students was as follows.
TABLE 2.
Self-awareness Questionnaire Category Category Final Grade
Number
Low
O 35
Curent 35 Ae 39 High Ou 40 Source: .
AU Interview Guidelines was one of the instruments in this study because the interview was in a semi-structured form.
A semi-structured interview is an interview that belongs to an in-depth In practice, it is freer than the structured interview .
This interview guideline was developed by the writer, in the form of questions to dig into the study subjectsAo mathematical communication skills.
The interview was conducted after the result of the mathematical communication skill had been found out.
AU FINDINGS AND DISCUSSION
AU High level of Self-awareness AU Subject AL Figure 1.
Answer to Question number 1 on the Subject AL Question number 1a is a mathematic expression indicator that states the problems or events in daily life in the mathematic model language.
The results of the interview revealed that Subject AL conducted the first step, called information decoding, to complete important information needed for the mathematic model.
After obtaining the results of counting aimed at completing the necessary information, the subject constructed the mathematical model in the form of a linear inequality system.
Question number 1b implementing a drawing indicator explained ideas or mathematic problem solving in the form of drawing.
The AL subject referred to the results of the linear program model creation obtained in question number 1a, which later was presented in the form of a graphic by marking the solution set area.
ICMSE .
: 27-38
International Conference on Mathematics.
Science, and Education AU
QRCBN 62-6861-0508-697
https://proceeding.
id/icmse Figure 2.
Answer to Question number 2 on the Subject AL AU The answer to question number 2 and the results of the interview revealed that the subject had conducted the completion stage by counting each angle in the deposition area.
AU Subject S1 Figure 3.
Answer to Question number 1 on the Subject S1 Question number 1a is a mathematic expression indicator that states the problems or events in daily life in the mathematic model language.
The result answers and the results of the interview revealed that the Subject AL conducted the steps to detail the necessary information first to complete the necessary important information to create a mathematic model.
After obtaining the counting results to complete the necessary information, the subject further constructed a mathematical model in the form of a linear inequality system.
On question number 1b, by using a drawing indicator, the subject explained the ideas or mathematic problem-solving in the form of a drawing.
The AL subject referred to the results of creating a linear program model obtained in question number 1a, which later was presented in the form of a graphic by marking the solution set area.
ICMSE .
: 27-38
International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse Figure 4.
Answer to Question number 2 on the Subject S1 Based on the results of number 2, with the indicator of medium for written text, which explained ideas or problem-solving by using his language, it could be seen that the subject had conducted the completion stage by counting each angle in the determined solution set area.
ICMSE .
: 27-38
International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse .
AU Self-awareness in the Medium level subjects AU Subject LA Figure 5.
Answer to Question Number 1 on the Subject LA Question number 1 was a mathematical expression indicator that presented the problems or the daily events in the mathematic model language.
The results of the interview showed that the subject AL had attempted to elaborate on the information in the first place to complete the important information necessary for making a mathematic model.
The decoding process of the information did not succeed so the subject could not obtain complete information.
The subject was unable to construct the mathematical model of the linear inequality system.
Figure 6.
Answer to Question Number 1 on the Subject LA Question 1b employed the drawing indicator.
It explained the ideas or the mathematic problem-solving in the form of a drawing.
The results of the interview revealed that the subject could not refer to the results of creating a linear program model obtained in question number 1a because he failed to create the mathematical model.
Thus, this affected the graphic and the solution set he created ICMSE .
: 27-38 International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse Figure 7.
Answer to Question Number 2 on the Subject LA Based on the results of number 2, with the indicator of medium for written text, which explained ideas or problem-solving by using his language, it could be seen that the subject had conducted the completion stage by counting each angle in the determined solution set area.
AU Subject EF Figure 8.
Answer to Question Number 1 on the Subject EF Question number 1 was a mathematical expression indicator that presented the daily problems or events in the language of the mathematic model.
The results of the interview showed that the Subject AL attempted to elaborate the information in the first place to be able to complete the necessary information for making a mathematic model.
This information decoding process was successful so that complete information was obtained.
ICMSE .
: 27-38
International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse Figure 9.
Answer to Question Number 2 on the Subject EF Question 1b employed the drawing indicator.
It explained the ideas or the mathematic problem-solving in the form of a drawing.
The main discussion referred to the results of linear program model creation obtained in question 1a.
The subject had successfully created the graphic and revealed the solution set.
Based on the results of number 2, with the indicator of medium for written text, which explained ideas or problem-solving by using his language, it could be seen that the subject had conducted the completion stage by counting each angle in the determined solution set area.
ICMSE .
: 27-38
International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse .
AU Self-awareness in the Low-level subjects AU Subject SA Figure 10.
Answer to Question Number 1 on the Subject SA Question number 1a was a mathematic expression indicator that presented daily problems and events in the language of the mathematic model.
The results of the interview revealed that the subject AL had attempted several steps to elaborate the information in the first place to be able to complete the important information necessary for creating the mathematical model.
The decoding process was successful so that the complete information could be obtained.
The subject was successful in constructing the mathematical model in the form of a linear inequality system.
Figure 11.
Answer to Question Number 2 on the Subject SA Question 1b employed the drawing indicator.
It explained the ideas or the mathematic problem-solving in the form of a drawing.
The subject could not create the graphic requested in the Based on the result of question number 2, implementing the written text indicator by explaining the ideas or the completion of a problem or a drawing using his language, it could be seen that the subject failed to make count on each angle on the graphic on the determined question.
ICMSE .
: 27-38
International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse AU Subject VW Figure 12.
Answer to Question Number 2 on the Subject of VW Question number 1a was a mathematic expression indicator that presented daily problems and events in the language of the mathematic model.
The results of the interview revealed that the subject AL had attempted several steps to elaborate the information in the first place to be able to complete the important information necessary for creating the mathematical model.
The decoding process was successful so that the complete information could be obtained.
The subject was successful in constructing the mathematical model in the form of a linear inequality system.
AU Question 1b employed the drawing indicator.
It explained the ideas or the mathematic problem-solving in the form of a drawing.
The subject could not create a graphic.
Based on the result of question number 2, implementing the written text indicator by explaining the ideas or the completion of a problem or a drawing using his language, it could be seen that the subject was not successful in completing the problem in question number 2.
TABLE 3.
Description Of Mathematical Communication Skill Based On Self-Awareness Self-awareness Indicators Category Mathematic Expression Drawing Writing High Conducted the steps of Referring to the results of The subject conducted elaborating information in the creating a linear program the steps of first place to complete the model obtained in question completion by important information necessary number 1a, the subject counting each angle in for creating a mathematical presented them in the form the settlement area.
After obtaining the of a graphic by marking the counting results to complete the solution set area.
necessary information, the subject constructed a mathematical model in the form of a linear inequality system.
Medium The subject elaborated on the The results of creating the The subject conducted information first to complete the linear programming model the completion stages important information necessary in question number 1a were by counting each angle for creating a mathematical used as the basis for creating in the solution set.
The decoding process a graphic so that the graphic was successful so the subject was successfully created.
obtained complete information.
The subject was able to The subject was successful in reveal the solution set.
constructing the mathematical model in the form of a linear inequality system.
Low The subject attempted to The subject was The subject was elaborate the information first to unsuccessful in creating the unsuccessful in complete the important solving the problem.
ICMSE .
: 27-38
International Conference on Mathematics.
Science, and Education Self-awareness Category QRCBN 62-6861-0508-697 https://proceeding.
id/icmse Indicators Drawing Mathematic Expression information needed for creating a mathematical model.
The decoding process was successful so that the subject could obtain complete information.
The subject was successful in constructing the mathematical model in the form of a linear inequality system.
Writing AU CONCLUSION Based on the results of the study, it can be concluded that the subject in the High category of self-awareness for the mathematic expression indicator conducted the elaboration of information to complete the important information needed for creating the mathematic model in the form of a linear inequality system.
On the second indicator, the drawing, it was revealed that the core of the discussion referred to the results of creating a linear program model obtained in question number 1a, which later was presented in the form of a graphic by marking the solution set area.
However, in the writing indicator, the subject conducted the completion procedures by counting each angle in the deposition area.
The subject in the medium category of self-awareness, in the mathematical expression indicator, conducted the elaboration of information to complete important information needed in creating the mathematical model in the form of a linear inequality system.
In the second indicator, the drawing indicator, the subject referred to the creation of a linear program model obtained in question number 1a, which later was presented in the form of a graphic by marking the solution set area.
Whereas, in the Writing indicator, the subject completed the procedures by counting each angle in the deposition area.
The subject in the Low category of self-awareness, in the mathematical expression indicator, conducted the elaboration of information to complete the important information needed to create a mathematical model in the form of a linear inequality system.
In the second indicator, the drawing indicator, the subject was unable to present it in the form of a graphic.
However, in the writing indicator, the subject was unsuccessful in completing the procedures by counting each angle in the deposition area.
ACKNOWLEDGMENTS
Thanks are expressed to the research subjects who have supported the successful implementation of this AU
AU REFERENCES