Improving Prospective Elementary Teachers’ Mathematical Communication Skills with Active Learning Approach of MIKiR

Abstract

Abstract The purpose of this research is to reveal the implementing of an active learning approach of MIKiR on prospective elementary teachers’ mathematical communication skills. This study was a quasi-experiment with pre-test and post-test one-group design. The participant for this study were 41 second-year prospective elementary teachers from a public teacher institution in Pekanbaru, Riau, Indonesia. The results of the study, it was found that the average pre-test score is 74.05 and an average post-test score is 82.51 from a maximum score is 100. The score increased by 8.46, with an overall average N-gain value of 0.34 with medium criteria. This study showed that the active learning approach of MIKiR effectively improved prospective elementary teachers’ mathematical communication skills. This approach also provided opportunities for learners to discuss and understand mathematical contents better.