Afifa Setya Himawati , 4101413090 (2017) STUDENT'S MATHEMATICAL COMMUNICATION SKILLS USING DISCOVERY LEARNING MODEL AIDED BY PROPS IN HANOI, VIETNAM. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

The level of mathematical communication skills in Vietnam is still low, because the students have not been given a great opportunity to solve problems independently. Discovery Learning using props is a mathematics learning that has not been implemented in Vietnam, which is a learning that involves students actively in the learning process. This research purpose to identify the difference and improvement of the student’s mathematical communication skills who learn discovery learning using props and conventional learning model in Vietnam. This research is quantitative design. The population in this research are students of class VIII Pascal Secondary School, Hanoi Vietnam academic year 2016/2017. By random sampling technique, VIII B class was selected as the Experimental class and VIII A as the control class. This research use true Experimental design with pretest-posttest control design. The method of this research are test. The data analysis methods for this research are proportions test, t-test, gain normalized test. The result of this research (1) the mathematical communication skills of students who learn discovery learning using props reached the mastery classical, (2) the mathematical communication skills of students who learn discovery learning using props is better than the mathematical communication skills of students who learn conventional learning model in Vietnam, (3) the improvement in mathematical communication skills of students who learn discovery learning using props is higher than the improvement in mathematical communication skills of students who learn conventional learning model in Vietnam. Based on the results of research, discovery learning can be applied as an alternative learning models to develop students' mathematical communication skills, rectangular and triangle props can be used as an alternative learning media that can be integrated with discovery learning. Teachers should pay more attention to how discovery learning was going, so the learning process can be carried out in accordance with the specified time.

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