Differences in Students’ Mathematical Communication Skills Through Reciprocal Teaching and the Student Facilitator and Explaining Model

Dewi Jusip Peramita; Apriza Fitriani; Winda Ramadianti

doi:10.59535/fwaen014

Authors

Dewi Jusip Peramita Master of Pedagogy Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Bengkulu, Indonesia Author
Apriza Fitriani Master of Pedagogy Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Bengkulu, Indonesia Author
Winda Ramadianti Master of Pedagogy Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Bengkulu, Indonesia Author

DOI:

https://doi.org/10.59535/fwaen014

Keywords:

Reciprocal Teaching, Student Facilitator, Explaining

Abstract

This study aims to determine the differences in students’ mathematical communication skills when using the Reciprocal Teaching and Student Facilitator and Explaining (SFE) learning models. This research is a quasi-experimental study conducted at SMP Negeri 3 Kabawetan. The population consisted of seventh-grade students, from which three classes were randomly selected as samples. Class VII A was assigned as Experimental Class I, which implemented the Reciprocal Teaching model; Class VII B served as the control class with conventional learning; and Class VII C was assigned as Experimental Class II, which used the Student Facilitator and Explaining (SFE) model. The results showed that students taught using the Reciprocal Teaching model had better mathematical communication skills than those taught through conventional learning or the Student Facilitator and Explaining (SFE) model. This was reflected in the higher average scores obtained by Experimental Class I compared to the control class and Experimental Class II.

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