ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD

Abstract

Mathematical communication skills are essential competencies that enable students to express mathematical ideas, construct mathematical models, justify reasoning, and communicate solutions systematically. Despite their importance in mathematics learning, numerous studies have reported that students' mathematical communication skills remain relatively low. Furthermore, previous research has predominantly focused on evaluating the effectiveness of the Student Teams Achievement Divisions (STAD) cooperative learning model, while limited attention has been given to diagnosing students' communication difficulties at each stage of problem solving. Therefore, this study aimed to analyze students' mathematical communication skills through the implementation of the STAD cooperative learning model on the topic of triangle area. This study employed a qualitative descriptive approach involving junior high school students selected through purposive sampling. Data were collected using a mathematical communication skills test consisting of five essay items and were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings revealed that students' mathematical communication skills remained in the low category across all assessed indicators. The achievement percentages for each item were 45%, 40%, 38%, 42%, and 35%, respectively. Students experienced difficulties in representing information using mathematical symbols, constructing appropriate mathematical models, explaining relationships among mathematical concepts, formulating logical conclusions, and developing generalizations supported by mathematical arguments. The novelty of this study lies in providing a diagnostic analysis of students' mathematical communication skills based on individual test items rather than solely measuring overall achievement. These findings offer a more comprehensive understanding of students' learning difficulties and provide practical implications for designing STAD-based mathematics instruction that better facilitates mathematical representation, modeling, reasoning, and communication skills.