Analysis of Students' Mathematical Communication Skills in View of the Honey-Mumford Learning Style

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p-ISSN:2541-4232 dan e-ISSN: 2354-7146

Analysis of Students' Mathematical Communication Skills in View of the Honey-Mumford Learning Style

Chofifah Lailatun Nafisyah^1*, Irwani Zawawi², Syaiful Huda³

1Universitas Muhammadiyah Gresik Email: [email protected]

Abstract

This research aims to describe students' mathematical communication abilities in terms of learning styles according to the Honey-Mumford theory. This research uses a qualitative descriptive method by collecting data through learning style questionnaires, mathematical communication ability tests, and interviews. The research was carried out at MTs Negeri Gresik with research subjects in class VIII-B. Students with a reflector learning style have good mathematical communication skills, able to fulfill all indicators, namely written text, drawing and mathematical expression. Meanwhile, students with an activist learning style tend to experience difficulties in achieving indicators of mathematical communication skills, especially in written text. Students with a theoretical learning style have instability in meeting indicators of mathematical communication skills, which is caused by an incomplete understanding of mathematical concepts.

On the other hand, students with a pragmatic learning style have good mathematical communication skills in written text and mathematical expression, although they may lack drawing skills. The results of this research show that there are significant differences in the mastery of mathematical communication skills by each type of learning style.

Keywords: mathematical communication, learning styles, Honey-Mumford, mathematics.

INTRODUCTION

Humans are social creatures who naturally tend to interact and live in groups. Communication plays an important role in social life which allows them to understand each other, express opinions and establish relationships with each other. Without communication, humans will find it difficult to develop and survive (Nofrion, 2018). In the context of education, students as the next generation have an important responsibility in building a better society. For this reason, they need to be equipped with effective communication skills.

Communication skills are one of the key competencies of the 21st century, known as 4C, which includes creⁱativeⁱ thinking, critical thinking and probleⁱm solving, commuⁱnication, dan collaboration (Kuⁱrniawan eⁱt al., 2023). In the context of mathematics learning, communication skills have a very important role. This helps students express their thinking clearly, both through speech and writing, especially in solving problems (Ernawati et al., 2021). Mathematical communication helps develop general communication skills, including appropriate use of language and structured delivery of information.

In educational content standards in Indonesia, such as Permendiknas No. 22 of 2006, the aim of mathematics lessons in SMP/MTs is so that students can communicate mathematical ideas using

(Received: 23-08-2023 Reviewed: 23-08-2023; Revised: 14-11-2023; Accepted: 14-11-2023; Published: 28-12-2023)

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216 symbols, tables, diagrams or other media to clarify problems (Permendiknas No. 22 of 2006). This shows how important mathematical communication skills are in understanding mathematical material in SMP/MTs. Apart from that, this is in line with the mathematics learning process standards set by the NCTM (National Council of Teachers of Mathematics) which emphasizes communication skills as one of the mathematics learning process standards.

Mathematical communication skills have indicators that can be used to measure the extent to which someone is able to communicate effectively in a mathematical context. In a book written by (Setyo et al., 2020), It is argued that in carrying out mathematical communication, it is not only limited to the use of verbal symbols, but also involves several other indicators which represent mathematical communication abilities. Several aspects of mathematical communication skills used in this research are written text, drawing, and mathematical expression. These three aspects are divided into 5 indicators of written mathematical communication abilities. These indicators are presented in Table 1 below. These indicators are presented in table 1 below (Rahmawati et al., 2023).

Table 1. Indicators of Written Mathematical Communication Skills Aspects of

Mathematical

Communication Skills

Indicators of Written Mathematical Communication Skills

Written Text

1a. Record the information in the question by writing what is known and what is asked

1b. Understand mathematical ideas, situations and relationships by writing strategies and steps to solve problems sequentially and systematically.

Drawwing

2a. Present situations, ideas or solutions to mathematical problems in the form of precise and clear images.

Mathematical Expression

3a. Using mathematical models and symbols in writing problem solutions.

3b. Explain the conclusion of the problem accurately.

However, the reality in the field shows that the mathematical communication skills of students at the junior high school level are still relatively low. Several studies, such as those carried out by (Kurnia et al., 2018) and (Sriwahyuni et al., 2019), shows that students' mathematical communication skills are still far from adequate. In fact, in several studies, the percentage of students who achieve the expected mathematical communication skills is still low, as in research (Sriwahyuni et al., 2019). The results of interviews with the deputy head of curriculum and mathematics teacher at MTs Negeri Gresik in 2023 also showed that the mathematical communication skills of students at the school were still low. This is caused by a lack of students' curiosity and interest in mathematics lessons. Students' inactivity in learning can affect their mathematical communication skills.

One of the factors that also contributes to the improvement of students' mathematical communication abilities is the learning methodology used. In adaptive learning, intuitive learning is important to consider the characteristics of students' learning. Each student has a unique learning preference, which is related to their learning style. Learning style refers to the principles that individuals use in learning and processing information.

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which is the theory of learning styles balanced by Peiteir Honeiy and Alan Muimford. The learning style proposed by Honeiy and Muimford (1992) is a balance of Kolb's (1984) learning style. In an attempt to develop the concept of Kolb's learning style, Honeiy and Muimford classify learning styles into four types that are similar to Kolb's learning style, namely activist, reictor, theoretical and pragmatic (Handoko & Wrastari, 2014). Activists prefer to learn through action, experimentation and problem solving, intellectuals prefer to learn through observation and reflection, theorists prefer to learn through theory and analysis, while pragmatists prefer to learn through practice and direct experience. Understanding students' learning styles helps students design learning strategies that suit each individual's unique intuition.

In this way, analyzing mathematical communication by considering students' learning styles can be a valuable insight to increase the effectiveness of mathematics learning. By understanding students' learning styles and implementing appropriate identification, educators can help students develop better mathematical communication skills. This also helps students overcome learning obstacles and improves their learning skills consistently.

METHOD

This research is a descriptive research with qualitative research which intuitively describes the relationship between students' learning styles and mathematical communication skills. This research was conducted at MTs Negeri Gresik in the odd semester of the 2023/2024 academic year. The subjects of this research were students in class VIII-B who were selected based on consideration, namely having the highest score on the KKM 1 test for each of their learning styles.

Data collection techniques in this research are learning style questionnaires, mathematical communication ability tests and interviews. In this research, the learning style questionnaire is an adaptation of The Learning Style Questionnaire (LQS) which was developed by Peter Honey and Alan Mumford. The questionnaire consists of 80 statements, with each type of learning style having 20 questions presented in random order. There are two types of tests for mathematical communication skills, namely the KKM 1 test and the KKM 2 test. The KKM 1 test is used to determine research subjects based on the highest score, while the KKM 2 test is used to measure the subject's abilities based on each type of learning style.

Once the instrument is used, a validity assessment is carried out by the validators using Aikein's V intuitive method to assess whether the instrument is suitable for use. The following is the value of Aikein's content validity coefficient (Aikein, 1980) :

Deⁱngan:

The expert agreement index assesses the validity of items

The score assigned to each reter is minus the lowest score in the category used

Reter selected category scores Lowest score in scoring category

The number of returns

There are many categories that reter can choose from

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218 Table 2. Instrument Validity Criteria

Indeks Aiken Validitas 0,80 < V ≤ 1,00 Very Valid (High) 0,40 < V ≤ 0,80 Fairly Valid

(Medium) V ≤ 0,40 Less Valid (Low) Source : (Reⁱtnawati, 2016)

Data analysis will use the Miles and Huberman model which consists of three stages, namely data retrieval, data presentation, and conclusion/verification. (Suⁱgiyono, 2010). At the data reduction stage, data obtained from the learning style questionnaire will be analyzed. The results of the learning style questionnaire were used to group 36 students into 4 types of Honey-Mumford learning styles. Of the 36 students, 4 subjects will be selected who have the highest scores on KKM 1, based on the four types of Honey-Mumford learning styles.

Next, the results of interviews with selected research subjects were used to strengthen the results of the subject description test. Before presenting the data (data display), the data from the description tests and interviews will be tested to ensure the validity of the data using triangulation techniques. This triangulation was carried out to compare test result data with data from interviews that had been conducted.

RESULT AND DISCUSSION Result

Based on the distribution of learning style questionnaires to 36 students in class VIII-B MTs Negeri Gresik, data obtained on the results of classifying types of learning styles are as follows:

Table 3. Learner Learning Styles No Learning Styles Totally

1. Activist 4

2. Reflector 18

3. Theorist 7

4. Pragmatic 7

From the table it is known that there are 4 students who have the activist learning style type, 18 students who have the active actor learning style type, 7 students who have the theoretical learning style type and 7 students who have the pragmatic learning style type. So it can be concluded that class VIII-B students generally have a reflective learning style.

Based on the learning style groups, one student will be selected for each type of Honeiy-Muimford learning style as a type of research. The intuitive selection of each learning style is based on the results of the KKM 1 thesis which includes indicators of mathematical communication abilities. The results of the selection of research subjects are presented in a separate table.

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219 Tabel 4. Research Subject

No Subject Code Learning style

1. S01 Activist

2. S09 Reflector

3. S27 Theorist

4. S36 Pragmatic

Based on Table 4 above, the selected subject will be characterized by the theory of the ability to communicate mathematically in life and interviews. This KKM 2 thesis includes questions related to material and Pythagorean theory, consisting of three descriptive questions. Each question is formulated based on indicators of mathematical communication ability, including writing ability, drawing, and mathematical performance. Behavior is a more advanced assessment of the mathematical communication abilities of students:

Activity Subject : S01

Figure 1. Answers to Test KKM 2 Number 2 S01

In Figure 1, the orange box is an indicator of inadequate mathematical communication ability.

In the writing aspect, suibjeik does not specify what is known and what is asked so that indicator 1a is not confirmed. In solving question no. 1, the suibjeik teirleibih dahuilui looks for the sloping side and then looks for the base side, but the ruimuis used is incorrect and mixed up, so that in the written text aspect, the subject cannot write strategies and steps to solve the problem sequentially and systematically, so indicator 1b not fulfilled.

In the mathematical expression aspect, activist subjects were also unable to use mathematical models and symbols in writing problem solutions, so that indicator 3a was not met. In indicator 3b, the results do not indicate the conclusion of the accurate question so indicator 3b is also not fulfilled.

During the interview activities, subject S01 was also unable to explain well how to choose the right formula. Subject S01 is still confused about the formula for finding the hypotenuse and the formula for finding the vertical side.

P : “Coba jeⁱlaskan bagaimana langkah peⁱneⁱyeⁱleⁱsaian yang kamuⁱ ambil dalam meⁱnyeⁱleⁱsaikan soal nomor 1?”

S01 : “Saya meincari sisi seⁱgitiga yang ini duⁱluⁱ deⁱgan ruⁱmuⁱs P : “Eⁱmangnya ituⁱ sisi apa?”

S01 : “Sisi miring, Kak.”

3b 3a

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220 P : “Iya beituⁱl, tapi kalo sisi miring ruⁱmuⁱs yang kamuⁱ guⁱnakan salah, ini haruⁱsnya

ditambah buⁱkan dikuⁱrang”

S01 : “Ooohh, beⁱrarti ini keⁱtuⁱkeⁱr ya kak ruⁱmuⁱsnya.”

P : “Iya, jadi gimana yang beⁱtuⁱl ?”

S01 : “Sisi miring yang ini ruimuⁱsnya kalauⁱ yang ini sisi alas jadi ruⁱmuⁱsnya

The inaccuracy of the activist subject regarding the formula used is the cause of the mistakes made.

This is in line with the views expressed (Peⁱrni, 2019), who noted that students with an activist type tend to lack mature consideration and are more driven by their intentions to engage in action without deep thought..

Figure 2 . Answers to KKM 2 Test Number 2 S01

In Figure 2, the blue box is a marker of the fulfillment of the mathematical communication capability indicator.

In the aspect of writing teixt, subject writed what is known and what is asked so that indicator 1a is teirpeinuihi. In solving problem no. 2, the layout will first describe 3 points on the coordinate plane.

Thus he looked for the hypotenuse by using the Pythagorean theoretica, but there was an error in calculating the length of the side in the carte-shaped coordinate plane. So that in the aspect of writing teixt, the subject cannot define the strategy and steps for solving the problem in an intuitive and systematic manner, then indicator 1b is not implemented..

In the drawing aspect, activist styles are able to present mathematical ideas in the form of pictorial ideas. It can be seen in the answer above, the image that has been created has been clear, so that in presenting the situation, idea or solution of a mathematical problem in the form of an accurate and clear image then 2a has been confirmed..

In the mathematical aspect of research, the activist is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. However, because in analyzing the problem statement there was an error, then in indicator 3b, the suspect was also wrong in interpreting the conclusion of the question, the suspect was able to interpret the conclusion of the question accurately, so that indicator 3b was not confirmed.

1a

3a 2a

3b

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221 Figure 3 . Answers to KKM 2 Test Number 3 S01

In Figure 3, the blue box marks the fulfillment of the mathematical communication capability indicator.

In the writing aspect, suibjeik defines what is known and what is asked so that indicator 1a is met. In solving problem no.3, the subject first describes a right triangle and then looks for the hypotenuse using the Pythagorean theorem, so that in the written text aspect, the subject can write strategies and steps to solve the problem sequentially and systematically, then indicator 1b is fulfilled.

In the drawing aspect, activist styles are able to present mathematical ideas in the form of pictorial ideas. You can see in the answer above, the picture shown is clear. So that the subject is able to present the situation, idea or solution of a mathematical problem in the form of an accurate and clear picture and indicator 2a has been achieved.

In the mathematical aspect of research, the activist is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. And in indicator 3b, suibjeik is able to determine the conclusion of the question accurately so that indicator 3b is not implied.

Refclector Subject : S09

In Figure 4, the blue colored box is the most obvious indicator of mathematical communication ability.

In the written text aspect, the subject writes what is known and what is asked so that indicator 1a is met. In solving problem no. 1, the subject first looks for the slanted side using the Pythagorean

1a

2a 3a

3b

1a

3a 3a

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222 theorem, then looks for the base side so that in the written text aspect, the subject can write strategies and steps for solving the problem sequentially and systematically, then indicator 1b is fulfilled.

In the mathematical expression aspect, the reflector subject is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. And in indicator 3b, suibjeik is able to determine the conclusion of the question accurately, so that 3b is confirmed.

When interviewed, Suibjeik S09 with a reflective learning style revealed that he needed to carry out repeated reading and intuitively understand the meaning of certain questions. The following is an excerpt from the interview with subject S09.

P : “Coba jeⁱlaskan bagaimana langkah peⁱneⁱyeⁱleⁱsaian yang kamuⁱ ambil dalam meⁱnyeⁱleⁱsaikan soal nomor 1”

S01 : “Ini saya meⁱncari sisi miring teⁱrleⁱbih dahuⁱluⁱ pakeⁱ teⁱoreⁱma phytagoras, Kak.”

P : “Yakin deingan ruⁱmuⁱs ituⁱ?”

S01 : “Yakin, Kak. Tapi tadi agak binguⁱng”

P : “Binguing keⁱnapa?

S01 : “Agak binguⁱng waktuⁱ neⁱntuⁱin ini sisi apa, akuⁱ sampeⁱ baca uⁱlang teⁱruⁱs gituⁱ.”

P : “Tapi ini suⁱdah yakin deⁱngan jawabannya?”

S01 : “Suidah, Kak.”

P : “Seiteⁱlah meⁱncari sisi miring, meⁱneⁱntuⁱkan apa lagi?”

S01 : “Seiteⁱlah manceⁱri sisi miring akuⁱ cari sisi yang ini kak (sisi alas) teⁱruⁱs habis keⁱteⁱmuⁱ duⁱa sisi ituⁱ langsuⁱng dijuⁱmlah.

From the results of the interview, it was found that the supervisor had to read several times in solving the questions. This finding is in line with the research described (Aruim, 2016), which states that students with a reflective learning style need to read a problem up to five times in order to understand it in depth. They tend to consider the consequences of their solution steps before writing them down.

In Figure 5, the blue colored box is the most obvious indicator of mathematical communication ability, from the picture it can be seen that this symbol already includes all the indicators in question number 2.

In the writing aspect, the results reflect what is known and what is asked so that indicator 1a is met. In solving problem no. 2, the subject first depicts 3 points in the coordinate plane, then the subject once drawn creates new information from the image he created. This is in line with the opinion of (blabla)

2a

3b 3a

1a

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223 who noted that the students were Having a reflective learning style will face challenges when you have to take action without planning. In this way, he looks for the hypotenuse by applying the Pythagorean theoretica, so that in the aspect of writing the text, the subject can formulate the strategy and steps for solving the problem intuitively and systematically, then indicator 1b is achieved.

In the drawing aspect, reflector models are able to present mathematical ideas in intuitive images. It can be seen in the answer above, the image that appears is clearly correct and even seems to be disappearing outside the Cartesian coordinate plane. So that the subject is able to present the situation, idea or solution of a mathematical problem in the form of an accurate and clear picture and indicator 2a has been achieved.

In the mathematical eixspreission aspect, the researcher is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. And in indicator 3b, suibjeik is able to describe the conclusion of the question accurately so that indicator 3b is confirmed.

In Figure 6, the blue colored box is the most obvious indicator of mathematical communication ability.

In the writing text aspect, the subject writes what is known and what is asked so that indicator 1a is met. In solving problem no. 3, the subject first describes a right triangle and then looks for the hypotenuse using the Pythagorean theoretica, so that in the written aspect of the test, the subject can describe the strategy and the steps for solving the problem intuitively and systematically, then indicator 1b is correct.

In the drawing aspect, theoretical theory is able to present mathematical ideas in the form of drawing ideas. You can see in the answer above, the picture shown is clear. So that the subject is able to present the situation, idea or solution of a mathematical problem in the form of an accurate and clear picture and indicator 2a has been achieved.

In the mathematical expression aspect, theoretical subjects are able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. And in indicator 3b, the subject is able to express the conclusion of the question accurately so that indicator 3b is confirmed.

Theory Subject : S27

1a

3a 3a 2a

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224 Figure 7 . Answers to KKM 2 Test Number 1 S27

In Figure 7, the blue colored box represents the best indicator of mathematical communication ability.

In the written text aspect, the subject defines what is known and what is asked so that indicator 1a is met. In solving problem no. 1, you can look for the hypotenuse by using the Pythagorean theory, then look for the base side so that in the writing aspect, you can solve the strategy and steps for solving the problem in an intuitive and systematic way, then indicator 1b is correct.

In the mathematical aspect of expression, theoretical theory is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. However, in indicator 3b, the results do not confirm the conclusion of the accurate question so indicator 3b is not confirmed.

In the written text aspect, the subject defines what is known and what is asked so that indicator 1a is met. In solving problem no. 2, the subject first described 3 points in the coordinate plane, then looked for the hypotenuse by using the Pythagorean theorem, but in solving the problem, the answer to the subject found an error in calculating the side on the coordinate plane, so that the subject could not identify the strategy and steps. If the problem is solved in an intuitive and systematic way, then indicator 1b is not achieved.

In the drawing aspect, activist subjects are unable to present mathematical ideas in the form of drawings. It can be seen in the answer above, that the image shown has an error, point 0 is written on

1a

3a

1a 2a

3a

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225 the x and y lines, the intersection of the x and y lines, so that the subject is able to present the situation, idea or solution of the mathematical problem in the form of an accurate and clear image and indicator.

2a has been fulfilled.

In the mathematical aspect of research, the activist is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. However, in indicator 3b, the results do not reflect the conclusion of the accurate question, so that indicator 3b is not confirmed.

During the interview, subject S27 with a theoretical learning style was still confused about his own answers, here are excerpts from his interview.

P : “Apakah kamuⁱ meⁱngalami keⁱsuⁱlitan saat meⁱngeⁱrjakan soal?”

S27 : “Eⁱmmm, tidak..”

P : “Kalauⁱ beⁱgituⁱ jeⁱlaskan langkah peⁱnyeⁱleⁱsaianmuⁱ pada soal no 2 ini.”

S27 : “Saya gambar duiluⁱ, Kak yang bidang koordinat karteⁱsiuⁱs, keⁱmuⁱdian meⁱnghituⁱng sisi miringnya.

P : “Coba jeilsakan mana suⁱmbuⁱ x dan y pada gambar. Soalnya ini nggak ada keⁱteⁱrangannya”

S27 : “Oh iya luⁱpa kak, suⁱmbuⁱ x ituⁱ yang ini (teⁱgak), dan y ituⁱ yang ini (tiduⁱr).”

P : “Loohh, ya keibalik. Suⁱmbuⁱ x ituⁱ yang tiduⁱr, suⁱmbuⁱ y yang teⁱgak. Teⁱruⁱs titik 0 ituⁱ beⁱrada di potongan antara suⁱmbuⁱ x dan suⁱmbuⁱ y, buⁱkan disini”

S27 : “Eih iya sih, Kak, agak luⁱpa.”

P : “Teⁱruⁱs jeⁱlaskan lagi langkah beⁱrikuⁱtnya!”

S27 : “Beⁱrikuⁱtnya, saya cari panjang sisi miring kak. Caranya dihituⁱng duⁱluⁱ ininya (sisi lainnya), yang teⁱgak ituⁱ, 1..2.., teⁱruⁱs yang alas 1..2..3.., oh ini salah kak yang sisi alas, haruis nya 3 tapi akui tuilis 4. Heihei map kak kuirang teiliti.”

From the results of the interview, it can be seen that the subject of theoretical learning style is less accurate and makes many mistakes. However, Subject realized that one of his mistakes was the entire interview. So that he achieves the right results if he realizes his mistake even though he is helped a little by intuition by remembering. This means that in the learning process, students using a theoretical learning style may take a longer time. Meireika has a unique intuitive ability to understand theoretical concepts while carefully implementing them in practice. Therefore, students' ability to understand mathematical concepts using a theoretical learning style can be influenced if the intuitive time given to understand theory does not include it.

1a 2a

3a

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226 In the written text aspect, the subject defines what is known and what is asked so that indicator 1a is met. In solving problem no. 3, the subject will be able to draw a right-angled triangle by looking for the hypotenuse using the Pythagorean theory, so that in the written aspect of the test, the problem can be formulated and the steps for solving the problem are intuitive and systematic, then indicator 1b is correct.

In the drawing aspect, theoretical theory is able to present mathematical ideas in the form of drawing ideas. You can see in the answer above, the picture shown is clear. So that the subject is able to present the situation, idea or solution of a mathematical problem in the form of an accurate and clear picture and indicator 2a has been achieved.

In the aspect of mathematical eixspreission, the theoretical theory is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. And in indicator 3b, the surveyor was unable to determine the conclusion of the question accurately so that indicator 3b was not confirmed.

Pragmatic Subject : S36

In Figure 10, the blue colored box is an indicator of the highest level of mathematical communication ability.

In the written text aspect, the subject defines what is known and what is asked so that indicator 1a is met. In solving problem no. 1, you can look for the hypotenuse by using the Pythagorean theory, then look for the base side so that in the writing aspect, you can solve the strategy and steps for solving the problem in an intuitive and systematic way, then indicator 1b is correct.

In the aspect of mathematical eixspreission, pragmatic theory is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. However, in indicator 3b, the subject does not confirm the conclusion of the question accurately so indicator 3b is not confirmed.

Some excerpts from interviews with subjects using a pragmatic learning style are as follows:.

P : “Apakah kamuⁱ meⁱngalami keⁱsuⁱlitan dalam meⁱngeⁱrjakan soal no. 1?”

S36 : “Tidak, Kak.”

P : “Coba jeⁱlaskan bagaimana langkah peⁱneⁱyeⁱleⁱsaian yang kamuⁱ ambil dalam meⁱnyeⁱleⁱsaikan soal no. 1.”

S36 : “Di soal ada 2 seⁱgitiga, nah akuⁱ meⁱnghituⁱng sisi AB pada seⁱgitiga peⁱrtama dan sisi CD pada seⁱgitiga keⁱduⁱa. Ruⁱmuⁱs meⁱneⁱntuⁱkan sisi AB yaituⁱ dan

2a

3a 3a

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227 ruⁱmuⁱs meⁱneⁱntuⁱkan sisi CD yaituⁱ . Seⁱteⁱlah keⁱduⁱa sisi keⁱteⁱmuⁱ, akuⁱ langsuⁱng meⁱnjuⁱmlahkannya. Jadi Panjang sisi AB + CD adalah 23.

Even though the students did not include the intuitive knowledge on the intuitive answer sheet for all three questions, they were able to explain the intuitive knowledge orally for all three questions..

Figure 11. Answers to KKM 2 Test Number 2 S36

In the aspect of writing teixt, suibjeik meinuilis what is known and what is asked so that indicator 1a is teirpeinuihi. In solving problem no. 2, Suibjeik first described 3 points in the coordinate plane, then looked for the hypotenuse by using the Pythagorean theorem, but in solving the problem, Suibjeik's answer found an error in calculating the side in the coordinate plane, so that Suibjeik could not create a strategy and steps. If the problem is solved in an intuitive and systematic way, then indicator 1b is not achieved.

In the drawing aspect, pragmatic physics is unable to present mathematical ideas in the form of drawing ideas. It can be seen in the answer above, the picture shown has errors, the x line and the y line are reversed, so that the subject is not able to present the situation, idea or solution of the mathematical problem in the form of an accurate and clear picture and indicator 2a is not confirmed..

In the aspect of mathematical eixspreission, pragmatic theory is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. However, in indicator 3b, the results do not reflect the conclusion of the accurate question, so that indicator 3b is not confirmed.

Figure 12. Answers to KKM 2 Test Number 3 S36

1a

3a 2a

2a 1a

3a

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228 In the aspect of writing teixt, suibjeik meinuilis what is known and what is asked so that indicator 1a is teirpeinuihi. In solving problem no. 3, the question can be interpreted as a right-angled triangle, looking for the hypotenuse using Pythagorean theory, so that in the written aspect of the test, the problem can be interpreted as a strategy and steps in solving the problem in an intuitive and systematic way, then indicator 1b is correct.

In the drawing aspect, pragmatic fiction is able to present mathematical ideas in the form of pictorial ideas. You can see in the answer above, the picture shown is clear. So that the subject is able to present the situation, idea or solution of a mathematical problem in the form of an accurate and clear picture and indicator 2a has been achieved.

In the aspect of mathematical eixspreission, pragmatic theory is able to use mathematical models and symbols in formulating problem solutions so that indicator 3a is achieved. And in indicator 3b, the subject is able to determine the conclusion of the question accurately so that indicator 3b is not implied.

Here we present a summary of the results of the overall analysis of mathematical communication capabilities regarding the selected subjective implications..

Table 5. Results of Overall Analysis of AKM 2 Test

Subject Code

Test

1 2 3

1a 1b 3a 3b 1a 1b 2a 3a 3b 1a 1b 2a 3a 3b

S01 - - - - √ √ √ - - √ √ √ √ √

S09 √ √ √ √ √ √ √ √ √ √ √ √ √ √

S27 √ √ √ - √ - - - - √ √ √ √ -

S36 √ √ √ - √ √ - √ - √ √ √ √ -

Information :

1a : Writteⁱn Teⁱxt 1b : Writteⁱn Teⁱxt 2a : Drawing

3a : Matheⁱmatical Eⁱxpreⁱssion 3b : Matheⁱmatical Eⁱxpreⁱssion

S01 : The subject of activist learning styles S09 : Reflector learning style subject

S26 : The subject of theoretical learning styles S36 : The subject of pragmatic learning styles Discussion

The results have shown that students' learning styles can influence students' mathematical communication abilities. In general, the results of this research are in line with the research results (Aini eⁱt al., 2020) which states that the reflective learning style is capable of achieving all good indicators. This also goes hand in hand (Sanjaya eⁱt al., 2018) which states that the learning style of the researcher is a technique that is careful and thorough when carrying out tasks, so that it is more dominant in determining the specified indicators of mathematical communication ability. One of the subjective factors that dominates the world is a mindset with a pragmatic learning style. According to

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this shows that the characteristics of the pragmatic learning style favor practicality so that he immediately worked on the questions without writing down the information even though he actually understood it, and at the end of the solution, he produced the correct answer, This is in line with the statement (Wardani & Aini, 2023). Even though the students did not express their intuitive knowledge on the intuitive answer sheet for all three questions, they were able to verbally interpret the intuitive knowledge for all three questions. This is in line with the view (Widayatni, 2012) which states that individuals with a pragmatic learning style can draw their own conclusions if the situation is clear and practical regarding a problem. Next, there is a theoretical learning style that dominates the third. This learning style results in unstable answers to each question, this is shown in questions number 2 and 3, in both questions there is a drawing indicator, but in question number 2 the teirseibuit indicator is not correct, whereas in question number 3 it is correct. This instability in the results of the indicator results occurs because the students' understanding of the mathematical material is inconsistently visible, which results in an inconsistency in the results of the results of the indicators in the problem.

Sometimes there is an activist learning style, when analyzed it turns out that the writing indicators only have numbers 2 and 3, while the mathematical eixpreission indicators only have numbers 3. This is in line with the views expressed (Peⁱrni, 2019), who noted that students with an activist type tend to be less likely to have mature consideration and are more driven by intuitive, intuitive intentions and engage in action without deep thought.

CONCLUSIONS AND SUGGESTIONS

Based on research on students in class VIII-B MTs Negeri Gresik with various learning styles, it can be concluded that: The activist learning style has challenges in in-depth understanding, especially in the aspects of written text and mathematical expression. They tend to lack mature judgment and are driven by intent to engage in actions without deep thought. Reflector learning styles tend to achieve all indicators well in the KKM 2 test, which includes writing text, drawing and mathematical expressions.

Subjects with this learning style demonstrate good quality mathematical understanding and communication. The pragmatic learning style also has a positive impact, although subjects with this learning style tend to include less conclusions in their answers. They prefer to look for practical and direct solutions in solving math problems. The theoretical learning style, even though it still has capabilities in several aspects of mathematical communication, sometimes experiences instability in fulfilling certain indicators. This is caused by their unstable understanding of mathematical material which affects their ability to draw the situation in the problem. Thus, the results of this study indicate that students' learning styles can be a significant factor in determining their mathematical communication abilities.

As educators, it is important to understand students' individual learning styles and develop learning strategies that suit their learning styles to improve mathematical communication skills..

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