The Use of Differentiated Instruction Strategies To Achieve Mastery Of Mathematical Communication Skills on Circular Material
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Abstract
This study aims to determine the completeness of students' mathematical communication skills by using differentiated instruction strategies. This research is a type of pre-experimental research with a one-shot case study research design. This research was conducted on students in grade VIII of SMP Negeri 3 Adiwerna in the academic year 2023/2024. With a population of 320 students in class VIII, class 8-E was chosen as the experimental class with a sample size of 32 students. The results of hypothesis testing with the T-test and Proportion Test show that learning with differentiated instruction strategies has achieved mastery.
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References
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Hodiyanto, H. (Hodiyanto). (2017). Kemampuan Komunikasi Matematis dalam Pembelajaran Matematika. AdMathEdu, 7(1), 9–18. https://www.neliti.com/publications/177556/
Laili Ayu Novitasari, L., & Suryanti, S. (2023). Upaya Peningkatan Kemampuan Komunikasi Matematis Tulis dan Lisan Peserta Didik Melalui Model Pembelajaran Problem Based Learning (PBL) dengan Pendekatan Pembelajaran Berdiferensiasi Metode Diskusi.
NCTM. (2000). Principles Standards and for School Mathematics.
Riyadi, M., Pujiastuti, H., Sultan, U., & Tirtayasa, A. (2020). Analisis Kemampuan Komunikasi Matematis Siswa Ditinjau Dari Gaya Belajar. Indiktika : Jurnal Inovasi Pendidikan Matematika, 3(1), 71–80. https://doi.org/10.31851/INDIKTIKA.V3I1.4380
Sultoni, M., Isnani, & Suwandono. (2020). Analisis Kemampuan Komunikasi Matematis pada Materi Trigonometri. (Vol. 7, Issue 2).
Trianto. (2018). Mendesain Model Pembelajaran Inovatif, Progresif, Dan Konteksual. Kharisma Putra Grafika