Differences in Students’ Mathematical Communication Ability Using Discovery Learning and Reception Learning Models
- DOI
- 10.2991/assehr.k.211101.038How to use a DOI?
- Keywords
- communication ability; discovery learning model; reception learning model
- Abstract
The purpose of this quantitative study is to analyze the differences in students’ mathematical communication skills using discovery learning and reception learning models. The research sample was students of class MIA 1 and MIA 3 were the experimental class and class MIA 2 and MIA 4 were the control class. Mathematical communication ability test questions were the instrument of this research and were analyzed by t-test and two-way ANOVA. The results showed that (1) There are differences in the mathematical communication ability of students who learn using discovery learning and reception learning models, (2) There are differences in the mathematical communication ability of students who have high initial abilities and low initial abilities, (3) There is an interaction between the learning model and the students ‘initial ability to the students’ mathematical communication ability, (4) There are differences in the mathematical communication ability of students who have high initial abilities who learn using discovery learning and reception learning models, (5) There are differences in the mathematical communication ability of students with low initial abilities who learn using discovery learning and reception learning models.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Mustamin Idris AU - Ahmad PY - 2021 DA - 2021/11/13 TI - Differences in Students’ Mathematical Communication Ability Using Discovery Learning and Reception Learning Models BT - Proceedings of the 1st International Conference on Continuing Education and Technology (ICCOET 2021) PB - Atlantis Press SP - 206 EP - 211 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211101.038 DO - 10.2991/assehr.k.211101.038 ID - Idris2021 ER -