Herizal Herizal
1Mr, Universitas Pendikan Indonesia, Indonesia, herizal_mathedu@student.upi.edu

Abstract

Mathematical communication is one of the mathematical abilities based on National Council of Teachers of Mathematics and obtaining this ability is also one purpose of learning mathematics. All of students in junior high school must have the mathematical communication ability. In addition, the students also need belief in their capability to reach the high mathematics achievement. Their judgment of this belief is called as self-efficacy. Generally, there was a positive relation between mathematical performance and mathematical self-efficacy. A study was conducted to investigate whether or not there was a significant different between mathematical communication ability of junior high school student according to their mathematical communication self-efficacy levels. The data were collected through instrument tests which were Mathematical Communication Ability (MCA) test and Mathematical Communication Self-Efficacy (MCSE) scale. The mathematical communication test consists of five questions about linear equations in one variable and social arithmetic. Both of instruments have good validity and reliability. The participant was 32 seventh grade students in Subang, West Java, Indonesia. Score of students in both instruments was analyzed as research data. Data are analyzed by using one-way Analysis of Variance (Anova) after testing the data normality. The result showed that there was a significant difference between the mathematical communication ability (MCA) of the junior high school student with low mathematical communication self-efficacy (MCSE) level and the student with middle and high MCSE level. In detail, the study showed the students’ MCA with high and middle MCSE level is better than students’ MCA with low MCSE level.