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The Analysis of Student’s Mathematical Communication Ability on The Ethno-Mathematics Based Thinking Aloud Pairs Problem Solving (TAPPS) Learning

Journal of Primary Education · Vol. 8 No. 2 (2018) · pp. 218–224

ISSN
2502-4515, 2252-6404
Published
2018-09-28
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This research aims to (1) find out the quality the ethno-mathematics of Thinking Aloud Pairs Problem Solving (TAPPS) learning (2) discover the pattern of mathematic communication ability the ethno-mathematics of Thinking Aloud Pairs Problem Solving (TAPPS) learning. This research uses mixed method type with concurrent embedded design. Quantitative and qualitative research runs together which the qualitative research is as the primer method. The qualitative learning is assessed from (1) planning and preparation, (2) classroom environment and instruction, and (3) evaluation (professional responsibility) stages. The result of this studies shows that the qualitative learning the ethno-mathematics of Thinking Aloud Pairs Problem Solving (TAPPS) is a good categorized. The pattern of student’s mathematic communication with upper group is a student who can explain their ideas and situation in written language appropriately. Students who can express their ideas and situation on the facing problem in mathematics model appropriately and correctly. A student who can use the mathematical formula correctly to solve the problem. The pattern of student’s mathematic communication with medium group is a student who can explain the ideas and situation in written language appropriately. A student who can express their ideas and situation facing the problem into mathematic mode appropriately and correctly. The student who is not able to use the formula to face the problem. The pattern of student’s mathematic communication with lower group is student who can express their ideas and situation in written language appropriately. A student who can express their ideas and situation facing the problem intro mathematic model appropriately and correctly. A student who is not able to use the mathematical formula correctly to solve the problem.

Collaboration network of the authors

40 authors · 237 co-authorship links · 7 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universitas Airlangga
  • State University of Gorontalo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Kartono KartonoUniversitas Airlangga13
Wardono WardonoAffiliation unknown8
Mohammad AsikinAffiliation unknown6
St. Budi WaluyaAffiliation unknown6
Zaenuri ZaenuriState University of Semarang5
Rochmad RochmadAffiliation unknown5
Amin SuyitnoAffiliation unknown5
Scolastika MarianiState University of Semarang4
Isnarto IsnartoAffiliation unknown4
Isti HidayahAffiliation unknown4
Batul Fatin HendrianiAffiliation unknown4
Sugiyo SugiyoAffiliation unknown3
Muhammad KhumaediAffiliation unknown3
Arief AgoestantoAffiliation unknown3
Hardi SuyitnoAffiliation unknown3
Adi Satrio ArdiansyahAffiliation unknown3
Emi PujiastutiState University of Semarang3
Sugiman SugimanAffiliation unknown3
Mulyono MulyonoAffiliation unknown3
Nuriana Rachmani DewiAffiliation unknown3
Bambang Eko SusiloState University of Semarang3
Walid WalidState University of Semarang2
Samsudi SamsudiAffiliation unknown2
Wahyu HardyantoAffiliation unknown2
Sunyoto Eko NugrohoState University of Semarang2
Mashuri MashuriAffiliation unknown2
Muhammad KharisAffiliation unknown2
Ana RisdiantiAffiliation unknown2
Taulia DamayantiState University of Gorontalo2
Sulhadi SulhadiAffiliation unknown2
Sri WardaniAffiliation unknown2
Ary Woro KurniasihAffiliation unknown2
Yohanes Leonardus SukestiyarnoState University of Semarang2
Nur Karomah DwidayatiAffiliation unknown2
Ardhi PrabowoAffiliation unknown2
Budi WaluyaAffiliation unknown2
Dwijanto DwijantoAffiliation unknown2

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/jpe/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Analysis of Student’s Mathematical Communication Ability on The Ethno-Mathematics Based Thinking Aloud Pairs Problem Solving (TAPPS) Learning</dc:title>
	<dc:creator>Werdiningsih, Endang</dc:creator>
	<dc:creator>Masrukan, Masrukan</dc:creator>
	<dc:creator>Junaedi, Iwan</dc:creator>
	<dc:description xml:lang="en-US">This research aims to (1) find out the quality the ethno-mathematics of Thinking Aloud Pairs Problem Solving (TAPPS) learning (2) discover the pattern of mathematic communication ability the ethno-mathematics of Thinking Aloud Pairs Problem Solving (TAPPS) learning.&amp;nbsp; This research uses mixed method type with concurrent embedded design. Quantitative and qualitative research runs together which the qualitative research is as the primer method. The qualitative learning is assessed from (1) planning and preparation, (2) classroom environment and instruction, and (3) evaluation (professional responsibility) stages. The result of this studies shows that the qualitative learning the ethno-mathematics of Thinking Aloud Pairs Problem Solving (TAPPS) is a good categorized. The pattern of student’s mathematic communication with upper group is a student who can explain their ideas and situation in written language appropriately.&amp;nbsp; Students who can express their ideas and situation on the facing problem in mathematics model appropriately and correctly. A student who can use the mathematical formula correctly to solve the problem. The pattern of student’s mathematic communication with medium group is a student who can explain the ideas and situation in written language appropriately. A student who can express their ideas and situation facing the problem into mathematic mode appropriately and correctly. The student who is not able to use the formula to face the problem. The pattern of student’s mathematic communication with lower group is student who can express their ideas and situation in written language appropriately. A student who can express their ideas and situation facing the problem intro mathematic model appropriately and correctly. A student who is not able to use the mathematical formula correctly to solve the problem.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-09-28</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/sju/jpe/article/view/26222</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Primary Education; Vol 8 No 2 (2019): February 2019; 218-224</dc:source>
	<dc:source>2502-4515</dc:source>
	<dc:source>2252-6404</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/jpe/article/view/26222/11606</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Journal of Primary Education</dc:rights>
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