Increasing students’ mathematical communication skills by applying probing-prompting learning model based on Belu culture artefact

Abstract

Abstract This research is a Classroom Action Research that aims to improve students’ mathematical communication skills through a probing-prompting learning model based on Belu culture artefact. The research subjects were all students of class VIII-A at Atambua State Junior High School 2 with totaling 39 students. The research was conducted in two cycles, that each cycle consists of two lessons in topic cube and cuboid. Data were collected using observation, test, and documentation techniques. The data were analyzed descriptively. The results show that the students’ mathematical communication skills increase from the first cycle to the second cycle after applying a probing-prompting learning model based on Belu culture artefacts. It is indicated by as much as 72.22% of students experiencing an increase in the total score of aspects of mathematical communication skills. Also, the implementation of learning reached 83.33% in the excellent category. Based on the observation results, students’ mathematical communication skills increase from 74,13% (good category) on the first cycle to 85.68% (good category) on the second cycle. It can be concluded that the application of probing-prompting based on Belu culture artefacts can improve students’ mathematical communication skills.