The Influence of Connected Mathematics Project (CMP) Learning Models on Student’s Mathematical Communication Ability in View of Self Esteem

Rizkya Elsa Armadhani, Yesi Franita, A. Chasanah
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Abstract

This study examines the effectiveness of the Connected Mathematics Project (CMP) learning model in improving students' mathematical communication skills at MA Madarijul Huda Pati. Because of 46.15% of students demonstrating very low skills and 23.07% falling into the low category, the study aims to: (1) analyze the impact of CMP on mathematical communication skills, (2) compare skills among students with high, moderate, and low self esteem, and (3) explore the interaction between CMP and self esteem. Employing a quantitative quasi-experimental approach, the study involves class XI students selected through cluster random sampling. Results indicate a significant improvement in mathematical communication skills through CMP. Students with high self esteem outperform those with moderate self esteem, while those with moderate self esteem fare better than those with low self esteem. Additionally, students with high self esteem exhibit superior mathematical communication skills compared to students with low self esteem. Notably, an interaction between the learning model and self esteem was observed, influencing mathematical communication skills.
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自尊视角下关联数学项目学习模式对学生数学沟通能力的影响
本研究考察了连接数学项目(CMP)学习模式在提高MA Madarijul Huda Pati学校学生数学沟通能力方面的有效性。由于46.15%的学生数学沟通能力非常低,23.07%的学生数学沟通能力较低,因此本研究旨在:(1)分析CMP对数学沟通能力的影响,(2)比较高自尊、中等自尊和低自尊学生的数学沟通能力,(3)探索CMP与自尊之间的相互作用。结果表明,通过CMP可以显著提高数学沟通能力。高自尊的学生比中等自尊的学生表现更好,而中等自尊的学生比低自尊的学生表现更好。此外,与低自尊的学生相比,高自尊的学生表现出更好的数学沟通技巧。值得注意的是,学习模式和自尊之间存在交互作用,影响数学沟通技巧。
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