INDI RIFKI ANA DISTY, 0401518008 (2020) KEMAMPUAN KOMUNIKASI MATEMATIS DALAM MODEL PROBLEM BASED LEARNING BERBASIS E-LEARNING DITINJAU DARI GAYA BELAJAR. Masters thesis, UNNES.

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Abstract

One of the science and technology products for learning is e-learning media. Science and technology can be applied to improve mathematical communication skills among students. Students' mathematical communication skills need attention to help students understand and solve mathematical problems well. Mathematical communication skills can be viewed from various aspects, one of which is learning styles. Therefore, a learning innovation is needed that can foster mathematical communication skills and student learning styles, namely Problem Based Learning based on e-learning. This lesson combines PBL steps with the help of video conferencing with the google meet application. The main material in this research is data centering which discusses the mean, median and mode of single and group data. This study aims to determine the effectiveness of learning with the PBL model based on e-learning assisted by video conferencing and to describe students' mathematical communication skills in terms of learning styles. This research is a mixed method type of sequential explanatory. The learning style questionnaire data collection used a questionnaire, while the mathematical communication skills used the posttest and interviews. The subjects of this study were Transportation Management students class A and class B Maritime University AMNI Semarang. The technique of selecting qualitative research subjects is purposive sampling where 2 students are selected for each learning style. Quantitative data analysis used t test, proportion test, average difference test, and proportion difference test. The results showed that: 1) the students' mathematical communication skills using the PBL model based on e-learning assisted by video conferencing achieved completeness, this was because the proportion of classical completeness was more than 75%, the average student's mathematical communication skills were more than the actual completeness limit (BTA=71), the experimental class students 'mathematical communication skills are better than the control class, the proportion of students' mathematical communication skills in the experimental class is better than the control class; 2) students' mathematical communication skills vary in each learning style

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