Students’ Written Mathematical Communication Skills through Problem-Based Learning in Loan and Investment Topics

Abstrak

This study aims to analyze students' mathematical communication skills through Problem-Based Learning in loans and investment topic and to identify the distribution of their performance levels. This study used a descriptive quantitative method with a one-group posttest-only design. The participants of this study were 35 students from a senior high school in Surabaya. Data were collected using a posttest consisting of contextual essay questions based on mathematical communication indicators. Descriptive statistical analysis showed that students’ average score was 81.57, categorized as high (51.43%) and very high (20%). No students were classified as low or very low. The categorization followed the criteria which divided performance into very high (85%), high (70-84%), medium (55-69%), low (40-54%), and very low (39%). The highest indicator achievement was visual representation (95.89%), followed by mathematical modeling (90.36%), and conclusion writing (64.29%). These findings shows that Problem-Based Learning effectively supports the development of mathematical communication skills. Thus, It is recommended that teachers provide structured reflection activities to improve students’ ability to formulate clear and logical conclusions in writing. This study also affirms the value of applying real-life financial contexts to improve students’ mathematical reasoning and expression.

Kata kunci

• Mathematical Communication
• Problem Based Learning
• loan and investment
• visual representation
• written assessment