Learning from real problem: how the students develop their mathematical communication skills

Abstract

In learning mathematics, real problems become one of the means for students to connect mathematics with everyday life, while developing strong and structured communication skills. One way to help develop math communication can be through a problem-based learning approach. This study focuses on the problem-based learning (PBL) model in mathematics education and its impact on students. The research involved 36 students from an Indonesian high school. Data collection methods included observation sheets and test questions. The study found that PBL in mathematics learning involves several stages: directing students to solve linear program problems, organizing student learning, facilitating individual and group investigations, developing and presenting student work, and analyzing and evaluating the problem-solving process. The research highlights that problem-based learning helps students connect mathematics with real-life situations and fosters the development of strong communication skills. The study provides valuable insights into the effectiveness of problem-based learning in mathematics education. The positive impact can be seen from 86.11% of students who were able to fulfill most of the indicators of mathematical communication skills, such as explaining or asking questions related to the mathematical model or graph/table given. However, some aspects that need to be improved include the ability to identify variables correctly, accuracy in modeling mathematical situations in the form of pictures, tables, or graphs, and determining the area of the solution set. These shortcomings are allegedly derived from the students^ lack of habit in applying mathematical skills to solve problems. Overall, problem-based learning proved to be effective in helping the development of students^ mathematical communication skills.