Open AccessAnalysis mathematical communication ability of vocational student in osborn learning based on adversity quotient
Author(s) -
D. A. F. Yuniarti,
B. J. M. Putra
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1836/1/012045
Subject(s) - mathematics education , brainstorming , class (philosophy) , vocational education , test (biology) , completeness (order theory) , communication skills , mathematical problem , computer science , psychology , artificial intelligence , mathematics , pedagogy , medical education , medicine , paleontology , mathematical analysis , biology
In the global era, vocational students are required to be able to compete and have more abilities. One of them is mathematical communication skills in learning mathematics courses. However, vocational students’ mathematical communication skills are low because students find it difficult to put mathematical problems into mathematical ideas or ideas. Adversity Quotient (AQ) is intelligence in facing difficulties. The Osborn model is a learning model that prioritizes students to have an opinion. Osborn’s learning model with brainstorming techniques can train students to create ideas in a short time. This study aims to test the effectiveness of Osborn’s learning in improving mathematical communication. The method used in this research is the Concurrent Embedded Strategy Mix Method. The subjects of this study were students of AKN Pacitan. Based on the data analysis, it was found that the effectiveness of learning was seen from the completeness of the students’ mathematical communication skills, 1) Osborn learning proved to be effective because of a) more than 75% of the experimental class students achieved completeness, b) the average value of the experimental class mathematical communication skills was better than in the control class, c) AQ in the experimental class is better than the control class and d) the difference in communication skills at the beginning (pre-test) and the end (post-test) of the experimental class is better than the control class. 2) The subject of the quitter category has not been able to meet almost all indicators, the camper category is quite capable of several indicators, and the climber category can meet all indicators of mathematical communication.