The Role of Student Team Heroic Leadership Strategy: Mathematical Communication of Middle-School Students
DOI:
https://doi.org/10.30605/proximal.v6i1.2166Keywords:
group discussion, mathematical communication, student team heroic leadership strategyAbstract
The Role of Student Team Heroic Leadership Strategy: Mathematical Communication of Middle-School Students. Objectives: In this article, we focus on how to improve students’ mathematical communication in building effective group discussions using the student team's heroic leadership strategy. Methods: This type of research is Classroom Action Research, which was held in 2 cycles. The research subjects were 16 seventh-grade students (six boys and ten girls). Findings: The findings indicated that by implementing the Student Team Heroic Leadership learning strategy, students’ mathematical communication improved significantly. This finding is confirmed by the increase in the average score on students’ communication tests from 76% in cycle I to 96% in cycle II. The completeness criteria of the students’ mathematical communication exam results also progressed from the first to the second cycle. Other data indicate that students concealed information they did not comprehend during the learning process, making it harder for the teacher to assess their comprehension of the mathematical concepts provided. Conclusion: The study’s findings indicate that after using the Student Team Heroic Leadership learning strategy, students’ mathematics communication skills improved dramatically. As suggested, additional research should be able to examine ways to boost students’ self-confidence, particularly while displaying confusion when doing mathematical tasks provided by the teacher.Downloads
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References
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Chronaki, A., & Planas, N. (2018). Language diversity in mathematics education research: a move from language as representation to politics of representation. ZDM, 50(6), 1101–1111. https://doi.org/10.1007/s11858-018-0942-4
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Darkasyi, M., Johar, R., & Ahmad, A. (2014). Peningkatan Kemampuan Komunikasi Matematis dan Motivasi Siswa dengan Pembelajaran Pendekatan Quantum Learning pada Siswa SMP Negeri 5 Lhokseumawe. Jurnal Didaktik Matematika, 1(1), 21–34. https://doi.org/10.24815/dm.v1i1.1336
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Klar, H. W., Huggins, K. S., Hammonds, H. L., & Frederick, C. (2016). Fostering the capacity for distributed leadership: A post-heroic approach to leading school improvement. International Journal of Leadership in Education, 19(2), 111–137. https://doi.org/10.1080/13603124.2015.1005028
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Meyer, M., & Schnell, S. (2020). What counts as a “good” argument in school?—how teachers grade students’ mathematical arguments. Educational Studies in Mathematics, 105(1), 35–51. https://doi.org/10.1007/s10649-020-09974-z
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Nilsson, P., & Ryve, A. (2010). Focal event , contextualization , and effective communication in the mathematics classroom. Educational Studies in Mathematics, 74(3), 241–258. https://doi.org/10.1007/s10649-010-9236-7
Nurhusain, M., & Hasby, M. (2021). Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 1(1), 53–65. https://doi.org/10.51574/kognitif.v1i1.15
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Prusak, N., Hershkowitz, R., & Schwarz, B. B. (2012). From visual reasoning to logical necessity through argumentative design. Educational Studies in Mathematics, 79(1), 19–40. https://doi.org/10.1007/s10649-011-9335-0
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Rifdah, & Priatna, N. (2020). The relationship between mathematics resilience and mathematics communication skills. Journal of Physics: Conference Series, 1521(3), 032037). IOP Publishing. https://doi.org/10.1088/1742-6596/1521/3/032037
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Ryve, A., Nilsson, P., & Pettersson, K. (2013). Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms. Educational Studies in Mathematics, 82(3), 497–514. https://doi.org/10.1007/s10649-012-9442-6
Sarah, K., Mursalin, M., Muliana, M., Nuraina, N., & Rohantizani, R. (2021). The Influence of the Inside Outside Circle Cooperative Learning Model on Students’ Mathematical Communication Ability. International Journal for Educational and Vocational Studies, 3(3), 177. https://doi.org/10.29103/ijevs.v3i3.4981
Sari, D. S., Kusnandi, K., & Suhendra, S. (2017). A cognitive analysis of students’ mathematical communication ability on geometry. Journal of Physics: Conference Series, 895(1), 012083. IOP Publishing. https://doi.org/10.1088/1742-6596/895/1/012083/meta
Simidi. (2015). Pengaruh Strategi Pembelajaran Student Team Heroik Leadership terhadap Kreativitas Belajar Matematika pada Siswa SMP Negeri 29 Medan. EduTech, 1(1). https://doi.org/10.30596/edutech.v1i01.272
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Attard, C. (2013). “If I had to pick any subject, it wouldn’t be maths”: foundations for engagement with mathematics during the middle years. Mathematics Education Research Journal, 25(4), 569–587. https://doi.org/10.1007/s13394-013-0081-8
Björklund, C., van den Heuvel-Panhuizen, M., & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM, 52(4), 607–619. https://doi.org/10.1007/s11858-020-01177-3
Brenner, M. E. (1998). Development of Mathematical Communication in Problem Solving Groups By Language Minority Students. Bilingual Research Journal, 22(2–4), 149–174. https://doi.org/10.1080/15235882.1998.10162720
Byrne, J., & Prendeville, P. (2020). Does a child’s mathematical language improve when they engage in cooperative group work in mathematics? Education 3-13, 48(6), 627–641. https://doi.org/10.1080/03004279.2019.1636109
Carlos Torrego‐Seijo, J., Caballero‐García, P. Á., & Lorenzo‐Llamas, E. M. (2021). The effects of cooperative learning on trait emotional intelligence and academic achievement of Spanish primary school students. British Journal of Educational Psychology, 91(3), 928–949. https://doi.org/10.1111/bjep.12400
Chronaki, A., & Planas, N. (2018). Language diversity in mathematics education research: a move from language as representation to politics of representation. ZDM, 50(6), 1101–1111. https://doi.org/10.1007/s11858-018-0942-4
Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Darkasyi, M., Johar, R., & Ahmad, A. (2014). Peningkatan Kemampuan Komunikasi Matematis dan Motivasi Siswa dengan Pembelajaran Pendekatan Quantum Learning pada Siswa SMP Negeri 5 Lhokseumawe. Jurnal Didaktik Matematika, 1(1), 21–34. https://doi.org/10.24815/dm.v1i1.1336
Dreher, A., & Kuntze, S. (2015). Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88(1), 89–114. https://doi.org/10.1007/s10649-014-9577-8
Erath, K., Prediger, S., Quasthoff, U., & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
Fitrianti, D. A., Mariani, S., & Yulianto, A. (2018). Analysis of Reasoning Ability and Mathematical Communication Based on Learning Styles on PMRI Learning. Journal of Primary Education, 7(1), 74–80. https://doi.org/10.15294/JPE.V7I1.21224
Godino, J. D., Burgos, M., & Gea, M. M. (2021). Analysing theories of meaning in mathematics education from the onto-semiotic approach. International Journal of Mathematical Education in Science and Technology, 1–28. https://doi.org/10.1080/0020739X.2021.1896042
Hallinger, P., & Heck, R. H. (2011). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. In International handbook of leadership for learning (pp. 469–485). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1350-5
Henning, J. E., McKeny, T., Foley, G. D., & Balong, M. (2012). Mathematics discussions by design: creating opportunities for purposeful participation. Journal of Mathematics Teacher Education, 15(6), 453–479. https://doi.org/10.1007/s10857-012-9224-1
Istiyani, R. (2013). Implementasi Strategi Student Team Heroic Leadership Dengan Media Lks Untuk Meningkatkan Kemandirian Siswa Pada Pembelajaran Matematika (PTK Di Kelas VII C SMP Negeri 3 Ceper Tahun Ajaran 2012/2013). Doctoral Dissertation, Universitas Muhammadiyah Surakarta.
Jackson, M., & Shenton, A. K. (2015). Independent learning areas and student learning. Journal of Librarianship and Information Science, 42(4), 215–223. https://doi.org/10.1177/0961000610380821
Johar, R., Junita, E., & Saminan, S. (2018). Students’ Mathematical Communication Ability and Self-Efficacy using Team Quiz Learning Model. International Journal on Emerging Mathematics Education, 2(2), 203–214. https://doi.org/http://dx.doi.org/10.12928/ijeme.v2i2.8702
Khairunnisa, G. F., Maulyda, M. A., Annizar, A. M., & Hijriani, L. (2020). Mathematics communication : translation of Elementary students ’ idea. NUMERICAL: Jurnal Matematika Dan Pendidikan Matematika, 4(2), 77–86. https://doi.org/10.25217/numerical.v4i2.781
Klar, H. W., Huggins, K. S., Hammonds, H. L., & Frederick, C. (2016). Fostering the capacity for distributed leadership: A post-heroic approach to leading school improvement. International Journal of Leadership in Education, 19(2), 111–137. https://doi.org/10.1080/13603124.2015.1005028
Li, J., Luo, H., Zhao, L., Zhu, M., Ma, L., & Liao, X. (2022). Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study. Sustainability, 14(16), 10333. https://doi.org/10.3390/su141610333
Manouchehri, A., & John, D. S. (2006). From classroom discussions to group discourse. The Mathematics Teacher, 99(8), 544–551. https://doi.org/https://doi.org/10.5951/MT.99.8.0544
Meyer, M., & Schnell, S. (2020). What counts as a “good” argument in school?—how teachers grade students’ mathematical arguments. Educational Studies in Mathematics, 105(1), 35–51. https://doi.org/10.1007/s10649-020-09974-z
Nasrullah, N. (2022). Analysis of Mathematical Communication Skills to Students Based on Problem-Solving Construction. Jurnal Gantang, 7(1), 19–28. https://doi.org/10.31629/jg.v7i1.4468
NCTM. (2000). Priciples and Standards for School Mathematics. Reston, VA: NCTM.
Nilsson, P., & Ryve, A. (2010). Focal event , contextualization , and effective communication in the mathematics classroom. Educational Studies in Mathematics, 74(3), 241–258. https://doi.org/10.1007/s10649-010-9236-7
Nurhusain, M., & Hasby, M. (2021). Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 1(1), 53–65. https://doi.org/10.51574/kognitif.v1i1.15
Paruntu, P. E., Sukestiyarno, Y., Priyono Budi Prasetyo, A., & Negeri Semarang, U. (2018). Analysis of mathematical communication ability and curiosity through project based learning models with scaffolding. Unnes Journal of Mathematics Education Research, 7(1), 26–34. http://journal.unnes.ac.id/sju/index.php/ujmer
Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. In Developing Research in Mathematics Education (Vol. 38, Issue 3, pp. 196–210). Routledge. https://doi.org/10.4324/9781315113562-15
Pourdavood, B. R. G., & Wachira, P. (2015). Importance of mathematical communication and discourse in secondary classrooms. Global Journal of Science Frontier Research: Mathematics and Decision Sciences, 15(10), 1–13. https://doi.org/https://journalofscience.org/index.php/GJSFR/article/view/1699
Prusak, N., Hershkowitz, R., & Schwarz, B. B. (2012). From visual reasoning to logical necessity through argumentative design. Educational Studies in Mathematics, 79(1), 19–40. https://doi.org/10.1007/s10649-011-9335-0
Puspa, S., Riyadi, R., & Subanti, S. (2019). Profile of mathematical communication skills junior high school students in problem solving. Journal of Physics: Conference Series, 1157(3), 032125. https://doi.org/10.1088/1742-6596/1157/3/032125
Radford, L. (2011). Book review: classroom interaction: why is it good, really? Baruch Schwarz, Tommy Dreyfus and Rina Hershkowitz (Eds.)(2009) Transformation of knowledge through classroom interaction. Educational Studies in Mathematics, 76(1), 101. https://doi.org/10.2307/41486155
Rattan, A., Good, C., & Dweck, C. S. (2012). “It’s ok — Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731–737. https://doi.org/10.1016/j.jesp.2011.12.012
Rifdah, & Priatna, N. (2020). The relationship between mathematics resilience and mathematics communication skills. Journal of Physics: Conference Series, 1521(3), 032037). IOP Publishing. https://doi.org/10.1088/1742-6596/1521/3/032037
Robertson, S.-A., & Graven, M. (2020). Language as an including or excluding factor in mathematics teaching and learning. Mathematics Education Research Journal, 32(1), 77–101. https://doi.org/10.1007/s13394-019-00302-0
Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S. (2010). Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning. Educational Technology Research and Development, 58(4), 399–419. https://doi.org/10.1007/s11423-009-9142-9
Ryve, A., Nilsson, P., & Pettersson, K. (2013). Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms. Educational Studies in Mathematics, 82(3), 497–514. https://doi.org/10.1007/s10649-012-9442-6
Sarah, K., Mursalin, M., Muliana, M., Nuraina, N., & Rohantizani, R. (2021). The Influence of the Inside Outside Circle Cooperative Learning Model on Students’ Mathematical Communication Ability. International Journal for Educational and Vocational Studies, 3(3), 177. https://doi.org/10.29103/ijevs.v3i3.4981
Sari, D. S., Kusnandi, K., & Suhendra, S. (2017). A cognitive analysis of students’ mathematical communication ability on geometry. Journal of Physics: Conference Series, 895(1), 012083. IOP Publishing. https://doi.org/10.1088/1742-6596/895/1/012083/meta
Simidi. (2015). Pengaruh Strategi Pembelajaran Student Team Heroik Leadership terhadap Kreativitas Belajar Matematika pada Siswa SMP Negeri 29 Medan. EduTech, 1(1). https://doi.org/10.30596/edutech.v1i01.272
Slavin, R. E. (2015). Instruction Based on Cooperative Learning. In Handbook of Research on Learning and Instruction (pp. 388–404). Routledge. https://doi.org/10.4324/9780203839089.ch17
Smith, T. J., McKenna, C. M., & Hines, E. (2014). Association of group learning with mathematics achievement and mathematics attitude among eighth-grade students in the US. Learning Environments Research, 17(2), 229–241. https://doi.org/10.1007/s10984-013-9150-x
Sofroniou, A., & Poutos, K. (2016). Investigating the Effectiveness of Group Work in Mathematics. Education Sciences, 6(4), 30. https://doi.org/10.3390/educsci6030030
Straehler-pohl, H. (2017). Welcome to the jungle. An orientation guide to the disorder of mathematics education. The Disorder of Mathematics Education, 1-15. Springer, Cham. https://doi.org/10.1007/978-3-319-34006-7
Stylianou, D. A. (2010). Teachers’ conceptions of representation in middle school mathematics. Journal of Mathematics Teacher Education, 13(4), 325–343. https://doi.org/10.1007/s10857-010-9143-y
Toumasis, C. (2004). Cooperative study teams in mathematics classrooms. International Journal of Mathematical Education in Science and Technology, 35(5), 669–679. https://doi.org/10.1080/0020739042000232529
Weber, K., Maher, C., Powell, A. B., & Lee, H. S. (2008). Learning opportunities from group discussions : Warrants become the objects of debate. Educational Studies in Mathematics, 68(3), 247–261. https://doi.org/10.1007/s10649-008-9114-8
Wood, L. N. (2012). Practice and conceptions : communicating mathematics in the workplace. Educational Studies in Mathematics, 79(1), 109–125. https://doi.org/10.1007/s10649-011-9340-3
Muzaini, M., Rahayuningsih, S., Nasrun, N., & Hasbi, M. (2021). Creativity in synchronous and asynchronous learning during the covid-19 pandemic: a case study. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(3), 1722-1735.
Muzaini, M., Hasbi, M., & Nasrun, N. (2021). The Role of Students’ Quantitative Reasoning in Solving Mathematical Problems Based on Cognitive Style. Vygotsky: Jurnal Pendidikan Matematika dan Matematika, 3(2), 87-98.
Ikram, M., & Muzaini, M. (2022). Analysis of the meaning of continuity and differentiation: A study on graph problems. Jurnal Riset Pendidikan Matematika, 9(1).
Muzaini, M., Hasbi, M., Ernawati, E., & Kristiawati, K. (2022). The Empowerment of Problem-Based Learning Models to Improve Students’ Quantitative Reasoning. Formatif: Jurnal Ilmiah Pendidikan MIPA, 12(1).
Muzaini, M., Juniati, D., & Siswono, T. Y. E. (2019, March). Profiles quantitative reasoning and students’ generalization ability on topic of direct proportion. In Journal of Physics: Conference Series (Vol. 1188, No. 1, p. 012034). IOP Publishing.
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2023-01-06
How to Cite
Muzaini, M., Rahayuningsih, S., Sirajuddin, S., Ikram, M., & Hasby, M. (2023). The Role of Student Team Heroic Leadership Strategy: Mathematical Communication of Middle-School Students. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 6(1), 142–154. https://doi.org/10.30605/proximal.v6i1.2166
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