Differences in Students' Mathematical Communication Ability through the Application of Batak Culture-Oriented Learning on Problem-Based Learning and Guided Discovery

• Main Authors: Elisabeth Margareth Gultom, Edi Syahputra, Kms. Muhammad Amin Fauzi
• Format: Article
• Language: English
• Published: International journal of multicultural and multireligious understanding 2020-11-01
• Series: International Journal of Multicultural and Multireligious Understanding
• Subjects: mathematical communication; problem based learning; guided discovery; batak culture
• Online Access: https://ijmmu.com/index.php/ijmmu/article/view/2236

This study aims to determine: (1) The differences in students' mathematical communication abilities by implementing Batak culture-oriented learning on problem-based learning (PBM-B3) and guided discovery (PT-B3) and (2) the interaction between learning models and students' gender towards students’ mathematical communication abilities. This research is quasi-experimental. The population of this study was first-grade students of SMP Swasta Putri Cahaya 2018/2019 with a sample taken from class VII-1 treated with the PBM-B3 learning model and class VII-2 treated with PT-B3 learning model. Each class consists of 14 male students and 14 female students. The research instrument used was a test of students' mathematical communication abilities. Data analysis was performed using covariance analysis (ANACOVA). Based on the research conducted, the results showed that: (1) There were differences in the students' mathematical communication abilities who were treated with the PBM-B3 and PT-B3 learning model after controlling the initial abilities of students. The interaction patterns of Dalihan Na Tolu found in the two learning models showed a positive effect on students' mathematical communication abilities because this interaction pattern is inherent in students which resulted in higher self-confidence in communicating ideas during problem-solving. (2) There was an interaction between the learning model and the gender of students on their mathematical communication abilities after controlling the initial abilities of students.