Enhancing students' mathematical communication ability through problem-centered learning (PCL) approach with by scaffolding strategy

Abstract

The aim of experimental research is to examine the enhancement of students' mathematical communication abilities after they worked under Problem-Centered Learning approach with scaffolding strategy (PCLSS). Three schools are selected by stratified sampling technique in the Gorontalo City junior high school student, as a sample representing school level: high, medium and low. In each school two classes selected: one group as an experiment group treated by PCLSS approach, and one group as a control group with conventional treatment. The research instrument was students' mathematical communication ability (MCA) pretest and posttest. Through parametric and non-parametric statistical analysis, informations obtained were: (1) students' MCA who received PCLSS obtain higher ehancement than students who received conventional teaching approach, both in terms of the level of schools, mathematical prior ability (MPA) and the overall students. All categories show a significant difference in term of communication skill, (2) there is an interaction between learning approaches and school levels toward the enhancement of student's MCA, (3) there is no interaction between MPA and learning approach toward the enhancement of student's MCA.