Mathematical Communication Skills of Junior High School Students: Challenges and Opportunities in Triangle Material

Abstract

Mathematical communication skills are crucial for developing students' critical thinking in mathematics learning; however, many students still struggle in this area. This study aims to analyze students' mathematical communication skills on the topic of triangles. The research employed a descriptive qualitative method with six students as the research subjects. Data were collected through essay tests and interviews. The results show that overall, students' mathematical communication skills are categorized as high, with one indicator classified as very high, namely the ability to create models of situations or problems using oral, written, concrete, graphical, and algebraic methods. Three indicators are categorized as high: reflecting real objects, images, and diagrams into mathematical ideas; reading and understanding mathematical representations; and making conjectures, constructing arguments, and generalizing. One indicator is categorized as low, namely the ability to express daily events in mathematical language or symbols. Students tend to have difficulty connecting contextual problems to mathematical symbols. These findings highlight the importance of enhancing students' mathematical communication skills in the learning process.