Development of Autograph-Based Learning Tools to Improve Mathematical Communication Skills Students in vocational high school

Abstract

This study aims to describe: the development of Autograph-based learning tools is effective and able to improve mathematical communication skills. This research is development research with the Dick and Carey development model. This trial was conducted in class X RPL at vocational high school 14 Medan. From the results of test I and trial II, it was obtained: Autograph-based learning tools that were developed were effective, in terms of a) the criteria for student learning completeness were 86.11%; b) The achievement of learning objectives is more than 75%; c) students give a positive response; and d) the learning time is the same as the regular study time and (2) there is an increase in the average students' mathematical communication skills. Furthermore, it is suggested that teachers can use Autograph-based learning tools with problem-based learning models as an alternative to learning, with the guidance or questions are given that are affordable to students so that students understand more easily the contextual problems given.