SEMINAR ANTARA BANGSA PENDIDIKAN SERANTAU
APPLICATIONS OF MEDIA AUTOGRAPH THROUGH
COMMUNICATION SKILLS IN MATHEMATICS LEARNING
Dina Septriani
National University of Malaysia
Zoelkepeli Bin Haron
National University of Malaysia
ABSTRACT
The main focus of this concept paper is to discuss the influence of media applications
software autographs on communication skills of students in learning mathematics.
Mathematics education scenario in school now covering passive attitudes towards
mathematics, mathematics teaching poor approach, students have difficulty in understanding
the language of mathematics and most students are not able to adapt to changes in technology
or the development of existing. For those on this concept paper will be peeled on the
understanding in the use of media software that translates autograph in the definition and role
of communication in learning mathematics. The Media software autograph is one alternative
to improve the communication skills of students in learning mathematics. Based on the
findings of these studies, communication skills were peeled based learning approach in the
teaching and learning of Mathematics. This paper further discusses the importance of
concepts and recommendations on the application of software media autographs of
communication skills in mathematics learning.
Keywords: Media software autographs, The role of communication in mathematics learning,
Build communication skills, Communication in mathematics.
Introduction
Education has an important role in improving human resources. Various of ways done to
deceive the knowledge for life. All components of society have a role in education,
particularly the government, the main purpose of education achieved. The development of
science and technology is one of a knowledge base mod is said to grow by leaps and bounds.
Mathematics is one of the important parts of science and technology. Until, one of the
subjects of mathematics that are in every level of education from kindergarten up to tertiary
level. But in fact mathematically considered as a difficult subject and hard. Generally,
mathematics is a subject that is not preferred for children, and also as a hated subject
(Ruseffendi, 2005). In addition, many mathematisc teachers are concerned with the mastery
of material and more foster just one-way communication with students (Teacher Centre) so
that students are not active in communicating ideas. In addition, many also preferred
mathematics teacher from the obtained results without seeing the processes of students.
According to Latifah (2011), Quoting from Sumarmo in National Conference on
Islamic State University of Sharif Hidayatullah that the performance/outcome from
mathematical learning is not just a test which expects right answer as a result only, but also
includes mathematical communication, reasoning, connection, representation, and problemsolving as included in the NCTM (1999), namely (1) problem solving ability, (2) reasoning,
(3) communication (4) connection and (5) Representation. However, in the study Trends in
International Mathematics and Science Study (TIMSS) in 2011 stated that the performance of
students for mathematics belong Indonesia ranks low as the 38th with a score of 386 from 42
countries (TIMSS 2011). Indonesia's score fell 11 points from the year of assessment 2007
(Agus Mulyadi 2012). For any student Malaysia also fell from the previous results was
ranked 26th with a score of 440 (TIMSS 2011). Based on those results, there should be
improvement in our country's teaching and learning so that our people can catch up. One way
can be done is by using software media autograph in improving communication skills of
students in mathematics learning.
The Importance Of Communication In Mathematics
Learning
Communication mix all aspects of human life (Jalaluddin Rakhmat, 2008). Various sources
mentioned the important role of communication skills in the learning of mathematics
(NCTM, 2000; CAI, 1996; Baroody, 1993; Sandra, 1999; Pugalee, 2001). A study revealed
that 70% of the time awake humans use to communicate. Communication is crucial to the
quality of human life. Disclosure of the importance of communication skills in mathematics
learning, can be found in various books about mathematics in the United States. For example,
the Connected Mathematics books written that The Overarching Goal of Connected
Mathematics is "All Students Should be Able to Reason and Communicate proficiently in
mathematics" (Lappan, 2002a). While the book Mathematics: Applications and Connections
mentioned one of the reasons we want to achieve is to provide the widest opportunity for
students to develop and integrate communication skills through modelling, speaking, writing,
talking, drawing, and presenting what they have learned (Collins, et al, 1995 in Wahid, 2012).
Along with communication, we build mutual understanding, fostering friendship, love
preserving, disseminating knowledge, and sustaining civilization (the Smart, 2010). But
communication also nourish discord, enmity turn, instills hatred, impedes progress, and
inhibiting thoughts. Associated with the role of communication skills, Huinker & Laughlin
(1996) revealed that one of the purposes to be achieved in the learning of mathematics is to
provide the widest opportunity for students to develop and integrate communication skills.
Next Polla (1999), says communication is one of the important factors in the mathematics
learning process inside or outside the classroom. Communication has an important role in
mathematics. Many ways to develop the communication skills, through verbal and written,
modelling, image, and presenting what they have learned or found.
Importance of communication in learning mathematics can also be found in the book
Connected Mathematics by Lappan (2002b), which states that the operation go all of
connected mathematics is all students Should be Able to Reason and Communicate
proficiently in mathematics. Previous Corwin (2000) suggested that the verbal
communication of mathematics (mathematical conversation) is a fool for measuring growth
in Understanding, Allow up to learn from about mathematical Constructions from others, and
Give your opportinities to Reflect on Their own Mathematical Understanding. To improve
communication skills in mathematics learning then teachers should enable optimal learning
process, so learning occurs in a meaningful way. The teaching - learning process is seen as a
process of knowledge transfer, is verbalistic and just focus on the importance of teacher
students' interests, needs to be changed. Teachers do not simply want to transfer knowledge,
but it also led to the development of students' understanding of mathematical values to grow
the reasoning, logical thinking, critical, creative, and open curiosity and be able to perform
effective communication, which is expected due to the learning process optimally and
understanding of mathematical concepts can be achieved.
One of the forms activities to improve communication skills, namely giving the
widest opportunity for learners to develop and integrate communication skills through a
variety of external representations, such as verbal descriptions, graphics (visuals), table, or
formula (Janvier, 1987). In addition, the process of communication that leverage open
problem (open-ended problem) and well planned can encourage students to better understand
the mathematical material (Ali, 2009). Such activities, while giving the role of mathematics
as a language, while also emphasizing mathematics as an activity (doing mathematics) where
the math activities, not just focused on the final solution but the processes that include
translation processes such as interpretation, measurement, sketching, modelling, and others.
However, the mathematics learning which took place over the years, does not present an
opportunity for the development of communication skills. Therefore, To improve
communication skills in mathematics learning then teachers appropriately empowering
learning using learning models that can provide opportunities and encourage students to
practice communication skills and problem solving in mathematics. Teachers are expected
not only to transfer knowledge, but is supported to develop students' understanding of
mathematical values to grow the reasoning, logical thinking, critical, open and creative
curiosity and be able to do the result communication of the mathematical problem solving of
students have done.
Understanding of mathematical concepts is very relevant to students' ability to
communicate mathematics to be developed. As decanted in the Curriculum and Evaluation
Standards (NCTM, 1989), that one of the policy's ability to think mathematically expected of
learners belonging to communicate mathematically. Communication in mathematics is one of
the policies that have enabled capability improvement as other basic capabilities, the
reasoning and problem solving.
Communication of Mathematics
1. MATHEMATICS LEARNING
Learning is a student's interactive process with teachers and learning resources in a
learning environment (Ministry of National Education, 2003). Learning is an activity
planned to help students for learning a new knowledge (Sagala, 2010). Learning involves
students to interact with learning resources that created the learning process.
Displacement policy education curriculum in our country of course has the aim that
we are more advanced education. It will be implications for the teaching of mathematics
that should be achieved by the students. According to Jihad (2008), students learn
mathematical purposes are: (1) Using the algorithm, (2) Perform a mathematical
manipulation, (3) Organizing the data; (4) Leveraging symbols, tables, diagrams, graphics,
(5) Identify and find patterns, (6) Interest conclusions; (7) modelling or mathematics
sentence (8) Make up in the field of interpretation and space; (9) Understand measurement
and the units, and (10) Using mathematics tools.
Mathematics Learning is very important in the early stages of education delivered by
the things that are concrete (real), can be seen or felt. Consistent with that described by
Piaget in Muhibbin (2001), there are four stages of cognitive development of students: (1)
Sensory Motor Stage, (2) Pre-Operational Stage, (3) Concrete Operational Stage, and (4)
Formal Operational Stage. In the process of mathematics learning at an early stage
presented with concrete things that would be very helpful to students in understanding
abstract concepts. Therefore, the mathematics learning in school has its own
characteristics, namely:
1) Mathematics learning is according to level
2) Follow the spiral model
3) Follow the pattern of deductive thinking
4) Profess truth consistency (Erman, 2003)
Other than that, for Jihad (2008) mathematics has a function as a platform:
1) Develop the ability to communicate using numbers and symbols. As in accord to
Cocroft at Mulyono (2003) that mathematics should be presented to students as a
means of communication are strong, short and clear.
2) Develop sharpness reasoning can be clarified and solve everyday problems. National
Council of Supervisors of Mathematics (NCSM) explained that mathematics
learning of curriculum should include 10 skills base of which is the influence of
mathematics problem solving and daily application of mathematics (Erna, 2006).
2. MEANING COMMUNICATIONS OF MATHEMATICS SKILLS
In human life are not free from interaction with each other. The need for another creature
is a major requirement or basic needs. Matter underlying the interaction is communication.
Therefore, it is a means of communication to meet the needs of fellow human beings.
Communication is the process of delivering ideas from one person to another until the
obtained similarity of meaning (Latifah, 2011). Another meaning of communication is
itself provide information, exchange views and ideas, and so on. There are two forms of
communication according to Bambang (2008), namely:
1) Verbal communication, speech delivered orally through the mouth. This information
can be the form of a gust or idea.
2) Nonverbal communication, the information delivery process can be written, signals or
gestures.
Syaiful (2009) explains that Everett M Rogers is an American Rural Sociology who
have been giving attention to the study of communication research, defined that
communication is a process of removal from the source to the receiver idea with the
purpose to change his behaviour. And then, according to Sumarmo (2005) that the
communication in mathematics is an activity that includes physical and mental in
listening, reading, writing, speaking, reflect, demonstrate, apply the language and symbols
to communicate mathematical ideas. Therefore, it can be concluded that the ability of
mathematical communication is the ability of students in reflecting images, tables, charts
into mathematical ideas, explain concepts or mathematical situation with its own language
of mathematics and everyday events, in mathematical symbols.
Building Mathematics Communication Skills Of Students
Through Media Software Autograph
1. MATHEMATICS COMMUNICATION SKILLS
Mathematics Communication skills should be cultivated because mathematics
communication is one of the main purposes of education in our country. Build
mathematics communication skills can be initiated by teachers who provide stimulation
for students to be built mathematics communication. As for activities that teachers can
improve mathematics communication skills of students, among others (Bambang Aryan,
2008):
1) Hear and find the ideas of students
2) Investigate questions and tasks assigned, attractive and challenging students to think
3) Ask students to respond and evaluate their own ideas
4) Evaluating understanding or ideas presented by students in the discussion
5) Decide and how to present mathematics notation in the language of mathematics to
students
6) Monitor of students in discussion and motivate each student to actively participate in
discussion forums.
Other than that, the student themselves should have the abilities related to
mathematical communication skills. There are factors include:
1) Prior knowledge
2) Ability to read, discussion, and writing.
3) Mathematical knowledge.
(Gusni, 2006)
The benefits for students build mathematical communication as described by the
NCTM (Nanang, 2007), namely;
1) Modelling the situation by verbal, written, pictures, graphic, and algebraic.
2) Cause a reflection and clarified in thinking about mathematical ideas in a variety of
situations
3) Developing understanding of mathematical ideas, including the role of definitions
4) Using the reading skills, listening and viewing to interpret and evaluate
mathematical ideas
5) Study the mathematical ideas through conjecture and convincing reasons
6) Understanding the value of mathematical notation and role in the development of
mathematical ideas.
2.
MATHEMATICS COMMUNICATION BY AUTOGRAPH
One way to improve the quality of mathematics learning is developing media learning of
used. Teaching and learning activities needed a medium as a tool to help obscurity of the
material presented (Syaiful, 1999). Media can be represent any less capable for teachers
say by verbal. This Media is very useful to attract interesting of learning for students and
can make them enthusiastic about the material provided (Tri, 2008). There are a variety
software of computer utilization which currently raging developed as media that can
make students interested in mathematics learning, one of the media is software
autographs.
Although not intended to replace the teacher's role and position, application of this
technology to guide students through the development of mathematical topics. The
capacity as complementary, so even enabled as a strategy or alternative learning
approaches (Buchori, 2012). Many teachers are still developing learning media by
leveraging existing software on the computer like this Autograph. But in the face of
globalization, we needed the ability to control the development of learning technologies,
among others utilization of computer software, software as a medium of mathematics
learning.
Using the Autograph in learning, students asked to break down a problem and
cultivate creativity-related subjects in the discussion drawing geometry and calculate the
distance in three-dimensional space to be improved communication skills of students in
mathematics learning. Clement (1989) explains that learning geometry by software
computer can motivate students in mathematical problem solving and geometry concepts
that are abstract and difficult. Alessi and Trollip (2001) in his book is a Multimedia of
Learning that one of the appropriate media learning used in computer-based learning in
schools is shaped Tolls. The autograph is one of the newest products from the London
England capable of displaying menus are fairly complete includes geometry and algebra.
Autograph's Program is a software designed and developed to assist in the learning
of teachers and students, to explore the concept of geometric with the result that users
can easily draw or construct the geometry structures; doing an exploration of structures is
constructed; and users can interact with the software (Ocu, 2012). Autograph whole
menu can be seen as in the picture.
Previous Study About Effectiveness Of Media Autographs
On Communication Skills In Mathematics Learning
The results of these studies are outcomes that can support media utilization computer and a
number of methods (techniques) used to enhance the communication skills of students who at
the time was as follows:
Kariadinata the study of the geometry visualization ability of students to use selflearning software. Findings that in using self-learning software, students feel aided and easy
to understand constructs geometry structures. As for it, the geometry learning, modelling of
visualization is very important for modelling by teachers and support technologies like
software designed to convey the concept of geometry. This learning is very effective for
implementation in the classroom. The Kariadinata’s study could still be said to support the
study of Autograph learning.
Ayub, et al. (2008) a study about comparison of three mathematical software for high
school students in Serdang. In this study stated that the teaching and learning of mathematics
can further enhance children's understanding skills through the use of dynamic software.
Yonandi (2011) as well about the influence of contextual learning approach to enhance the
capability of computer in mathematical communication suggests that contextual learning the
computer gives a consistent influence. Beside that, the researchers also found that there is an
association between communication skills and problem solving ability in mathematics
learning. The study was said to be very relevant to developed especially in the use of learning
media software in enhancing students' mathematical communication skills.
Rusmini in 2007 has also been studying very relevant to developed in this study,
especially in the use of media software. Her study concluded that students who had learned
through contextual approach aided Cabri Geometry II can be increased communication and
mathematical reasoning ability better than not use. Beside that, Tarmizi. et al (2008) says that
using Autograph software can provide a positive contribution to the learning of mathematics
especially geometry learning. Darminto (2008), can also improve the ability of high-level
thinking mathematics teacher candidates in computer-based learning to study in college
Muhammadiyah. The studies that have been done is a study that supports the development of
this study.
Conclusions and Suggestion
The above description, it can be concluded that the mathematical communication is
one heart in learning, so it needs to improve the mathematical learning. As well as other basic
skills, such as the reasoning ability, the ability of understanding, problem-solving ability,
connection ability, and the ability of the representation. Therefore, for improving
communication skills in mathematics learning, then teachers should enable learning by using
learning and media learning that can provide opportunities and encourage students to practice
their communication skills and problem solving. Teachers are expected if not only to transfer
knowledge alone, but also encourages the development of student understanding of
mathematical values to grow its reasoning, logical thinking, critical, creative, and open
curiosity and ability to perform communication of the result of the mathematical problem
solving of students have done. For that, based on the ideas from this article explained that in
mathematical communication skills of students need to have teaching aids or the media
learning in mathematics teaching and learning. This is one way to improving the quality of
mathematics learning effectiveness, one media learning proposed in this paper is the media
software Autograph.
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COMMUNICATION SKILLS IN MATHEMATICS LEARNING
Dina Septriani
National University of Malaysia
Zoelkepeli Bin Haron
National University of Malaysia
ABSTRACT
The main focus of this concept paper is to discuss the influence of media applications
software autographs on communication skills of students in learning mathematics.
Mathematics education scenario in school now covering passive attitudes towards
mathematics, mathematics teaching poor approach, students have difficulty in understanding
the language of mathematics and most students are not able to adapt to changes in technology
or the development of existing. For those on this concept paper will be peeled on the
understanding in the use of media software that translates autograph in the definition and role
of communication in learning mathematics. The Media software autograph is one alternative
to improve the communication skills of students in learning mathematics. Based on the
findings of these studies, communication skills were peeled based learning approach in the
teaching and learning of Mathematics. This paper further discusses the importance of
concepts and recommendations on the application of software media autographs of
communication skills in mathematics learning.
Keywords: Media software autographs, The role of communication in mathematics learning,
Build communication skills, Communication in mathematics.
Introduction
Education has an important role in improving human resources. Various of ways done to
deceive the knowledge for life. All components of society have a role in education,
particularly the government, the main purpose of education achieved. The development of
science and technology is one of a knowledge base mod is said to grow by leaps and bounds.
Mathematics is one of the important parts of science and technology. Until, one of the
subjects of mathematics that are in every level of education from kindergarten up to tertiary
level. But in fact mathematically considered as a difficult subject and hard. Generally,
mathematics is a subject that is not preferred for children, and also as a hated subject
(Ruseffendi, 2005). In addition, many mathematisc teachers are concerned with the mastery
of material and more foster just one-way communication with students (Teacher Centre) so
that students are not active in communicating ideas. In addition, many also preferred
mathematics teacher from the obtained results without seeing the processes of students.
According to Latifah (2011), Quoting from Sumarmo in National Conference on
Islamic State University of Sharif Hidayatullah that the performance/outcome from
mathematical learning is not just a test which expects right answer as a result only, but also
includes mathematical communication, reasoning, connection, representation, and problemsolving as included in the NCTM (1999), namely (1) problem solving ability, (2) reasoning,
(3) communication (4) connection and (5) Representation. However, in the study Trends in
International Mathematics and Science Study (TIMSS) in 2011 stated that the performance of
students for mathematics belong Indonesia ranks low as the 38th with a score of 386 from 42
countries (TIMSS 2011). Indonesia's score fell 11 points from the year of assessment 2007
(Agus Mulyadi 2012). For any student Malaysia also fell from the previous results was
ranked 26th with a score of 440 (TIMSS 2011). Based on those results, there should be
improvement in our country's teaching and learning so that our people can catch up. One way
can be done is by using software media autograph in improving communication skills of
students in mathematics learning.
The Importance Of Communication In Mathematics
Learning
Communication mix all aspects of human life (Jalaluddin Rakhmat, 2008). Various sources
mentioned the important role of communication skills in the learning of mathematics
(NCTM, 2000; CAI, 1996; Baroody, 1993; Sandra, 1999; Pugalee, 2001). A study revealed
that 70% of the time awake humans use to communicate. Communication is crucial to the
quality of human life. Disclosure of the importance of communication skills in mathematics
learning, can be found in various books about mathematics in the United States. For example,
the Connected Mathematics books written that The Overarching Goal of Connected
Mathematics is "All Students Should be Able to Reason and Communicate proficiently in
mathematics" (Lappan, 2002a). While the book Mathematics: Applications and Connections
mentioned one of the reasons we want to achieve is to provide the widest opportunity for
students to develop and integrate communication skills through modelling, speaking, writing,
talking, drawing, and presenting what they have learned (Collins, et al, 1995 in Wahid, 2012).
Along with communication, we build mutual understanding, fostering friendship, love
preserving, disseminating knowledge, and sustaining civilization (the Smart, 2010). But
communication also nourish discord, enmity turn, instills hatred, impedes progress, and
inhibiting thoughts. Associated with the role of communication skills, Huinker & Laughlin
(1996) revealed that one of the purposes to be achieved in the learning of mathematics is to
provide the widest opportunity for students to develop and integrate communication skills.
Next Polla (1999), says communication is one of the important factors in the mathematics
learning process inside or outside the classroom. Communication has an important role in
mathematics. Many ways to develop the communication skills, through verbal and written,
modelling, image, and presenting what they have learned or found.
Importance of communication in learning mathematics can also be found in the book
Connected Mathematics by Lappan (2002b), which states that the operation go all of
connected mathematics is all students Should be Able to Reason and Communicate
proficiently in mathematics. Previous Corwin (2000) suggested that the verbal
communication of mathematics (mathematical conversation) is a fool for measuring growth
in Understanding, Allow up to learn from about mathematical Constructions from others, and
Give your opportinities to Reflect on Their own Mathematical Understanding. To improve
communication skills in mathematics learning then teachers should enable optimal learning
process, so learning occurs in a meaningful way. The teaching - learning process is seen as a
process of knowledge transfer, is verbalistic and just focus on the importance of teacher
students' interests, needs to be changed. Teachers do not simply want to transfer knowledge,
but it also led to the development of students' understanding of mathematical values to grow
the reasoning, logical thinking, critical, creative, and open curiosity and be able to perform
effective communication, which is expected due to the learning process optimally and
understanding of mathematical concepts can be achieved.
One of the forms activities to improve communication skills, namely giving the
widest opportunity for learners to develop and integrate communication skills through a
variety of external representations, such as verbal descriptions, graphics (visuals), table, or
formula (Janvier, 1987). In addition, the process of communication that leverage open
problem (open-ended problem) and well planned can encourage students to better understand
the mathematical material (Ali, 2009). Such activities, while giving the role of mathematics
as a language, while also emphasizing mathematics as an activity (doing mathematics) where
the math activities, not just focused on the final solution but the processes that include
translation processes such as interpretation, measurement, sketching, modelling, and others.
However, the mathematics learning which took place over the years, does not present an
opportunity for the development of communication skills. Therefore, To improve
communication skills in mathematics learning then teachers appropriately empowering
learning using learning models that can provide opportunities and encourage students to
practice communication skills and problem solving in mathematics. Teachers are expected
not only to transfer knowledge, but is supported to develop students' understanding of
mathematical values to grow the reasoning, logical thinking, critical, open and creative
curiosity and be able to do the result communication of the mathematical problem solving of
students have done.
Understanding of mathematical concepts is very relevant to students' ability to
communicate mathematics to be developed. As decanted in the Curriculum and Evaluation
Standards (NCTM, 1989), that one of the policy's ability to think mathematically expected of
learners belonging to communicate mathematically. Communication in mathematics is one of
the policies that have enabled capability improvement as other basic capabilities, the
reasoning and problem solving.
Communication of Mathematics
1. MATHEMATICS LEARNING
Learning is a student's interactive process with teachers and learning resources in a
learning environment (Ministry of National Education, 2003). Learning is an activity
planned to help students for learning a new knowledge (Sagala, 2010). Learning involves
students to interact with learning resources that created the learning process.
Displacement policy education curriculum in our country of course has the aim that
we are more advanced education. It will be implications for the teaching of mathematics
that should be achieved by the students. According to Jihad (2008), students learn
mathematical purposes are: (1) Using the algorithm, (2) Perform a mathematical
manipulation, (3) Organizing the data; (4) Leveraging symbols, tables, diagrams, graphics,
(5) Identify and find patterns, (6) Interest conclusions; (7) modelling or mathematics
sentence (8) Make up in the field of interpretation and space; (9) Understand measurement
and the units, and (10) Using mathematics tools.
Mathematics Learning is very important in the early stages of education delivered by
the things that are concrete (real), can be seen or felt. Consistent with that described by
Piaget in Muhibbin (2001), there are four stages of cognitive development of students: (1)
Sensory Motor Stage, (2) Pre-Operational Stage, (3) Concrete Operational Stage, and (4)
Formal Operational Stage. In the process of mathematics learning at an early stage
presented with concrete things that would be very helpful to students in understanding
abstract concepts. Therefore, the mathematics learning in school has its own
characteristics, namely:
1) Mathematics learning is according to level
2) Follow the spiral model
3) Follow the pattern of deductive thinking
4) Profess truth consistency (Erman, 2003)
Other than that, for Jihad (2008) mathematics has a function as a platform:
1) Develop the ability to communicate using numbers and symbols. As in accord to
Cocroft at Mulyono (2003) that mathematics should be presented to students as a
means of communication are strong, short and clear.
2) Develop sharpness reasoning can be clarified and solve everyday problems. National
Council of Supervisors of Mathematics (NCSM) explained that mathematics
learning of curriculum should include 10 skills base of which is the influence of
mathematics problem solving and daily application of mathematics (Erna, 2006).
2. MEANING COMMUNICATIONS OF MATHEMATICS SKILLS
In human life are not free from interaction with each other. The need for another creature
is a major requirement or basic needs. Matter underlying the interaction is communication.
Therefore, it is a means of communication to meet the needs of fellow human beings.
Communication is the process of delivering ideas from one person to another until the
obtained similarity of meaning (Latifah, 2011). Another meaning of communication is
itself provide information, exchange views and ideas, and so on. There are two forms of
communication according to Bambang (2008), namely:
1) Verbal communication, speech delivered orally through the mouth. This information
can be the form of a gust or idea.
2) Nonverbal communication, the information delivery process can be written, signals or
gestures.
Syaiful (2009) explains that Everett M Rogers is an American Rural Sociology who
have been giving attention to the study of communication research, defined that
communication is a process of removal from the source to the receiver idea with the
purpose to change his behaviour. And then, according to Sumarmo (2005) that the
communication in mathematics is an activity that includes physical and mental in
listening, reading, writing, speaking, reflect, demonstrate, apply the language and symbols
to communicate mathematical ideas. Therefore, it can be concluded that the ability of
mathematical communication is the ability of students in reflecting images, tables, charts
into mathematical ideas, explain concepts or mathematical situation with its own language
of mathematics and everyday events, in mathematical symbols.
Building Mathematics Communication Skills Of Students
Through Media Software Autograph
1. MATHEMATICS COMMUNICATION SKILLS
Mathematics Communication skills should be cultivated because mathematics
communication is one of the main purposes of education in our country. Build
mathematics communication skills can be initiated by teachers who provide stimulation
for students to be built mathematics communication. As for activities that teachers can
improve mathematics communication skills of students, among others (Bambang Aryan,
2008):
1) Hear and find the ideas of students
2) Investigate questions and tasks assigned, attractive and challenging students to think
3) Ask students to respond and evaluate their own ideas
4) Evaluating understanding or ideas presented by students in the discussion
5) Decide and how to present mathematics notation in the language of mathematics to
students
6) Monitor of students in discussion and motivate each student to actively participate in
discussion forums.
Other than that, the student themselves should have the abilities related to
mathematical communication skills. There are factors include:
1) Prior knowledge
2) Ability to read, discussion, and writing.
3) Mathematical knowledge.
(Gusni, 2006)
The benefits for students build mathematical communication as described by the
NCTM (Nanang, 2007), namely;
1) Modelling the situation by verbal, written, pictures, graphic, and algebraic.
2) Cause a reflection and clarified in thinking about mathematical ideas in a variety of
situations
3) Developing understanding of mathematical ideas, including the role of definitions
4) Using the reading skills, listening and viewing to interpret and evaluate
mathematical ideas
5) Study the mathematical ideas through conjecture and convincing reasons
6) Understanding the value of mathematical notation and role in the development of
mathematical ideas.
2.
MATHEMATICS COMMUNICATION BY AUTOGRAPH
One way to improve the quality of mathematics learning is developing media learning of
used. Teaching and learning activities needed a medium as a tool to help obscurity of the
material presented (Syaiful, 1999). Media can be represent any less capable for teachers
say by verbal. This Media is very useful to attract interesting of learning for students and
can make them enthusiastic about the material provided (Tri, 2008). There are a variety
software of computer utilization which currently raging developed as media that can
make students interested in mathematics learning, one of the media is software
autographs.
Although not intended to replace the teacher's role and position, application of this
technology to guide students through the development of mathematical topics. The
capacity as complementary, so even enabled as a strategy or alternative learning
approaches (Buchori, 2012). Many teachers are still developing learning media by
leveraging existing software on the computer like this Autograph. But in the face of
globalization, we needed the ability to control the development of learning technologies,
among others utilization of computer software, software as a medium of mathematics
learning.
Using the Autograph in learning, students asked to break down a problem and
cultivate creativity-related subjects in the discussion drawing geometry and calculate the
distance in three-dimensional space to be improved communication skills of students in
mathematics learning. Clement (1989) explains that learning geometry by software
computer can motivate students in mathematical problem solving and geometry concepts
that are abstract and difficult. Alessi and Trollip (2001) in his book is a Multimedia of
Learning that one of the appropriate media learning used in computer-based learning in
schools is shaped Tolls. The autograph is one of the newest products from the London
England capable of displaying menus are fairly complete includes geometry and algebra.
Autograph's Program is a software designed and developed to assist in the learning
of teachers and students, to explore the concept of geometric with the result that users
can easily draw or construct the geometry structures; doing an exploration of structures is
constructed; and users can interact with the software (Ocu, 2012). Autograph whole
menu can be seen as in the picture.
Previous Study About Effectiveness Of Media Autographs
On Communication Skills In Mathematics Learning
The results of these studies are outcomes that can support media utilization computer and a
number of methods (techniques) used to enhance the communication skills of students who at
the time was as follows:
Kariadinata the study of the geometry visualization ability of students to use selflearning software. Findings that in using self-learning software, students feel aided and easy
to understand constructs geometry structures. As for it, the geometry learning, modelling of
visualization is very important for modelling by teachers and support technologies like
software designed to convey the concept of geometry. This learning is very effective for
implementation in the classroom. The Kariadinata’s study could still be said to support the
study of Autograph learning.
Ayub, et al. (2008) a study about comparison of three mathematical software for high
school students in Serdang. In this study stated that the teaching and learning of mathematics
can further enhance children's understanding skills through the use of dynamic software.
Yonandi (2011) as well about the influence of contextual learning approach to enhance the
capability of computer in mathematical communication suggests that contextual learning the
computer gives a consistent influence. Beside that, the researchers also found that there is an
association between communication skills and problem solving ability in mathematics
learning. The study was said to be very relevant to developed especially in the use of learning
media software in enhancing students' mathematical communication skills.
Rusmini in 2007 has also been studying very relevant to developed in this study,
especially in the use of media software. Her study concluded that students who had learned
through contextual approach aided Cabri Geometry II can be increased communication and
mathematical reasoning ability better than not use. Beside that, Tarmizi. et al (2008) says that
using Autograph software can provide a positive contribution to the learning of mathematics
especially geometry learning. Darminto (2008), can also improve the ability of high-level
thinking mathematics teacher candidates in computer-based learning to study in college
Muhammadiyah. The studies that have been done is a study that supports the development of
this study.
Conclusions and Suggestion
The above description, it can be concluded that the mathematical communication is
one heart in learning, so it needs to improve the mathematical learning. As well as other basic
skills, such as the reasoning ability, the ability of understanding, problem-solving ability,
connection ability, and the ability of the representation. Therefore, for improving
communication skills in mathematics learning, then teachers should enable learning by using
learning and media learning that can provide opportunities and encourage students to practice
their communication skills and problem solving. Teachers are expected if not only to transfer
knowledge alone, but also encourages the development of student understanding of
mathematical values to grow its reasoning, logical thinking, critical, creative, and open
curiosity and ability to perform communication of the result of the mathematical problem
solving of students have done. For that, based on the ideas from this article explained that in
mathematical communication skills of students need to have teaching aids or the media
learning in mathematics teaching and learning. This is one way to improving the quality of
mathematics learning effectiveness, one media learning proposed in this paper is the media
software Autograph.
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