Developing Students' Mathematical Communication Skill in Junior High School with Various Level of Mathematics Achievement through Generative Learning Model

Abstract

Mathematical communication skill was the missing piece of the mathematics education failure puzzle for centuries despite its central role in learning activities. Built on top of other process skills, the skill was the tool to construct a more comprehensive conceptual understanding by learning math from different perspectives, sharpening other cognitive skills, and providing important feedback about students' understanding. This study observed how the students' mathematical communication skill was correlated with the application of the generative learning model and how this correlation was influenced by various level of the school's academic achievement in mathematics. It employed a fractional 2x2-factorial design, careful non-probability sampling combined with simple random sampling to pick 171 students, and a validated and reliable scoring system to measure communication skills. Based on the results, the students' mathematical communication skill significantly correlates with the application of the generative learning model. The use of factorial design revealed that this correlation was more determined by applying the generative learning model, not by the level of schools' or students' mathematics achievement. Teachers should be more optimistic about using generative learning models to improve mathematical communication skills, even in classes with lower mathematics achievement levels.