THE CONSTRUCTION LEARNING MEDIA AND LEVEL OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY

Received Aug 16, 2019 Revised Jan 24, 2020 Accepted Jan 26, 2020 This study aims to look at the effect of the use of instructional media on student learning achievement in terms of students' mathematical communication. The learning media in this study are textbooks with a constructivism approach that has been validated and tested previously. This study will compare the learning achievements of students who learn using constructivism learning models with constructivism media, constructivism learning models without media, and direct learning. This is a quasiexperimental research with a 3 × 3 factorial design. It involved junior high school students in Malang district as the research population. Based on the hypothesis, it is revealed that : (1) students who learn using constructivism approach with constructivist media had better performance than other groups, (2) students with high mathematical communication had higher learning achievement than students with moderate and low communication skills, ( 3) based on the category of high, moderate and low mathematical communication, students with constructivist learning and constructivist media gained better achievements, (4) in the constructivist learning group using constructivist media, constructivist learning without media, and direct learning, students with high mathematical communication gained better achievement than students with moderate and low mathematical communication


INTRODUCTION
One way to measure the success of a classroom learning is to look at students' achievement. Learning achievement is one of the results that the students achieved from a learning process by students and teachers to achieve an educational goal (Paulpandi & Govindharaj, 2017). To assess student achievement teachers usually conduct regular evaluations and assessments. It is teacher's authority to evaluate the method used and its implementation, because evaluation has no specific benchmark, except that it is based on learning objectives designed by the teacher himself. In general, to see student achievement ability is related to several aspects owned by students, namely remembering, understanding, comparing, finding, analyzing, organizing, and applying what is contained in the reading. Discussion is the ability of students to express ideas related to problems and material provided. In contrast, writing is the ability to express and reflect ideas in the form of writing that is carried out consciously. There are two reasons that underlie the importance of communication in mathematics, namely mathematics as language and mathematics as a social activity. In addition to understanding the level of students' mathematical communication, it is certain that the teacher must design learning to maximize the learning process to achieve the highest learning achievement. One of such attempts can be done using the right learning model to help students' better master the material when the learning process takes place. One learning model offered is a constructivism learning model. Constructivism can be interpreted as knowledge gradually built by humans expanded through a limited context. To do constructivist learning at school, a teacher needs access to models and strategies that they can apply effectively with relative ease (Boddy, Watson, & Aubusson, 2003) Constructivist-based learning aims to (1) provide experience with the knowledge construction process, (2) provide experience and appreciation for various perspectives, (3) conduct learning in a realistic and relevant context, (4) voice opinions in the learning process, (5) apply what is gained during the learning process into social experience, (6) encourage the use of some representations, and (7) encourage self-awareness to carry out the process of knowledge construction (Koohang, Riley, Smith, & Schreurs, 2009). In this study, students were taught using a constructivism model with material related to geometry. The researcher chose some material in the field of geometry for junior high level and compiled a constructivism-based learning media to help maximize the learning process with a constructivist learning model.
The National Education Association (NEA) defines the media as anything that can be manipulated, seen, heard, read, or talked about along with the instruments used for these activities. Media also means something that carries information between sources and recipients (Nurseto, 2012). Media can be classified into several types based on the form and method of presentation, including (1) graphics, printed materials and still images, (2) silent projection media, (3) audio media, (4) audio-visual silent media, (5) live audiovisual/film media, (6) television media, and (7) multi media. In this study, the researcher used printed books media known as "smart books". This smart book media contains geometry materials for students in junior and senior high school levels. SMART Book is a textbook developed by researchers. This textbook is a constructivism-based textbook. The constructivism approach is chosen so that students are able to build on the material or initial knowledge they have with the newly received knowledge. The SMART Book contains mathematical geometry material received at junior high school level, namely (1) lines and angles, (2) straight line equations, (3) rectangles and triangles, (4) Pythagorean theorems, (5) circles, (6) geometry transformation, (7) build flat side space, and (8) build curved side space.
This smart book media was developed with a plomp development model, which consists of three stages. The first stage is known as preliminary research that aims to make initial observations about matters related to the development of constructivist-based smart books. The second stage is the prototype design stage, by developing constructivist-based smart book and formative valuation. The last stage is the assessment stage conducted by a summative or semi-summative evaluation. This smart book media has been validated both in the fields of material, media, and language by expert fields. After being validated and revised, the media was also tested on students to ensure its feasibility to use. The use of constructivist-based media is expected to improve student mathematics learning achievement.
Based on the above mentioned description, this study aims to find out: (1) which method give better mathematical achievement by comparing students who learned using constructivist learning models assisted by constructivist media (smart books), and those who learned using constructivist learning models without media assistance, or direct learning model. (2) which student has better performance among students with high, moderate, or low mathematical communication skills. (3) In each of the categories of mathematical communication skills, which one provides better learning achievement among students who learned using constructivist learning models assisted by constructivist media (smart books), constructivist learning models without the help of media, or direct learning models. (4) in each learning model, which one has better learning achievement among students with high, moderate, or low mathematical communication skills.

METHOD
In this study, subjects will also be grouped based on their mathematical communication skills. Classification of students' mathematical communication skills is done by considering 5 aspects of mathematical communication skills according to Baroody namely, (i) making a representation of an idea or problem, (ii) listening to the topics being discussed, (iii) reading, (iv) discussion to express ideas , and (v) writing as an effort to convey ideas through various media. In this study, a preliminary test of students' mathematical communication skills will be conducted to group the research subjects. Mathematical communication skills of students will be measured through the ability of students to express their mathematical communication skills in writing in solving mathematical problems. For each mathematical problem, measurement of written communication skills is carried out by taking into account several aspects and indicators according to the Table 1.

Material Measured Communication Aspects Indicator
Triangles and Squares States and illustrates mathematical ideas in the form of mathematical models Students can express and illustrate ideas and problems given in the form of images Students can state the problems given in the form of mathematical models in the form of equations and solve them Volume Builds Side Space Flat States and illustrates mathematical ideas in the form of mathematical models Students can state and illustrate ideas and problems related to the ballroom of flat side spaces Students can state the problems given in the form of mathematical models in the form of equations and solve them Surface Area Build Flat Side Space States and illustrates mathematical ideas in the form of mathematical models Students can state an image into an idea or mathematical problem related to congruence. Then students can solve these problems Volume 9, No 1, February 2020, pp. 1-14 5 After the mathematical communication ability test questions are made based on the grid in Table 2, the test is given to students. The results of students' mathematical communication ability tests in each class of learning models are grouped into three groups namely, high mathematical communication skills, medium mathematical communication skills, and low mathematical communication skills. The research design based on the learning model and the results of tests of mathematical communication skills can be seen in Table 2.
This is a type of quasi experimental research using the factorial 3 × 3 design. It involved all junior high school students in Malang district as the research population. The research sampling was done using stratified cluster random sampling techniques. In this sampling technique, the population was divided according to strata, which were drawn randomly from sample sub-populations (Budiyono, 2003). From the sampling technique, the researcher selected Tarbiyyatus Shibbyan Middle School, KH. Amir Wajak, and Tambaksari YBPK Middle School. For each school, 2 experimental groups and 1 control group were taken. In the first experimental group, students learned using a constructivism model assisted by smart book media with a constructivism approach. The second experimental group conducted learning with a constructivism model without media assistance. Meanwhile, the control class received learning materials using a direct learning model. The study involved 99 students as research samples, consisting of 33 students in the experimental group one, 33 students in the experimental group two, and 33 students in the control group. This study used two independent variables, namely the learning model and students' mathematical communication skills and one dependent variable namely mathematics learning achievement of students.
Data were collected using the test documentation method. Documentation methods were used to collect data on students' initial abilities, test methods were used to collect final learning achievement data, and mathematical communication tests were used to collect data on students' mathematical communication skills. This study used a description test on geometry material that the students received as research instrument. The second instrument, a mathematical communication test, was used to distinguish between high, moderate, or low mathematical communication groups.
The instrument testing was conducted at SMP KH. Amir Wajak with 20 students as respondents. The learning achievement test instrument referred to the criteria namely content validity, differentiation (D=0.3), difficulty level (0.3≥P≥0.7) and reliability (r_11≥0.7). Of the 15 items in the description that were tested, 12 items were used as test instruments for students' mathematical achievements. The mathematical communication test was used as a test instrument that has been validated by material experts to suit for use in this research study. The prerequisite test for the analysis is the normality test with liliefors and the homogeneity test with the Bartlett test. The data analysis test used twoway variance analysis with unequal cells.

Results
This research is an experimental SMART Book textbook that has been developed previously. What distinguishes this book from mathematics or other geometry books? First, the SMART Book gives a very easy apperception to readers in everyday life and is assisted with relevant images at the beginning of each chapter (Figure 1). Second, SMART Book has a section where students discuss. In this section besides discussing with peers, the reader is also expected to be able to construct old knowledge and new knowledge (Figure 2). This is because geometry material is always obtained at every level of Education.

Figure 2. The "Let's Discuss" section of the SMART Book
The third difference from the SMART Book is that there is a self-evaluation section for readers. In the self-evaluation section, the reader is expected to write down what has been learned in the previous sub-chapter and write what the weaknesses of the reader while studying the material (Figure 3). This section can be used as a benchmark or note for the teacher to implement improvements for students in understanding further material. After arranged the book and focused group discission (FGD) together with mathematics education lecturers at IKIP Budi Utomo Malang, the SMART Book was then validated by experts in terms of material, media, and language. Following the final validation results obtained after the revision of the experts, the score is obtained from a scale of 5.0 (Table 3).

Average 4,207
After validation with the material experts, the SMART Book can already be experimented on KH. Amir Wajak Junior High School's students. The balance test results were obtained from the initial data analysis. The initial data used was the students' math scores in the previous semester's grades. Based on the balance test of the initial data, it was revealed that the three populations had the same initial ability. The experiment obtained the student's mathematical achievement data. The mean mathematical achievement of students in the experimental group 1, experimental group 2, and the control group can be seen in Table 4. Before carrying out a two-way analysis of variance, a normality test and a homogeneity test were used as a prerequisite for the analysis of variance. A summary of the normality test is presented in Table 5. Based on Table 5, it can be seen that the sample comes from a population that is normally distributed, both in terms of learning models and in terms of students' mathematical communication. The next step is to do a homogeneity test. The summary of homogeneity test can be seen in Table 6.  Table 6, it is clear that the data in each learning model and students' mathematical communication skills have homogeneous variance. Furthermore, a two-way variance analysis test was carried out with unequal cells. A summary analysis of variance analysis is presented in Table 7. The two-way variance analysis with unequal cells based on Table 7 summarizes that (1) in terms of the main effects between lines (A), exposing students to constructivism learning models assisted by media constructivism, constructivist learning models without media, and direct learning models leads to a different effect on students' mathematics learning achievements. (2) In terms of the main effect between columns (B), high, moderate, and low mathematical communication skills have different effects on students' mathematics learning achievement. (3) In terms of the interaction effect (AB), it can be concluded from the table that there is no interaction between the learning model and students 'mathematical communication abilities on students' mathematics learning achievement.
Based on the two-way anava analysis, it was found that H 0 A was rejected. H 0 A hypothesis states there is no difference in the effect between the use of learning models on learning achievement, then based on Table 7 H 0 A is rejected this means, at each constructivism learning model groups have different effects on students' mathematics learning achievement. Thus, it is necessary to do further tests after the analysis of variance by the Scheffe' method for inter-line warranty testing. The summary calculation of the average test between lines is presented in Table 8.

Discussion
The comparison test between lines in each category of the learning model is concluded that students who obtain constructivism learning models assisted by constructivism learning media (smart books) provide better mathematics learning achievement than students who obtain constructivism learning model without media and direct learning. Whereas students who learned with constructivism learning models without media and direct learning models get the same learning outcomes. This is in accordance with the research conducted by Rudiyanto (2008), which stated that the use of media-assisted learning models with constructivist strategies had valid and effective effects centered on student interests, and were able to improve student learning outcomes. Rudiyanto (2008) stated that the use of media can help students in understanding the concepts of the material taught by the teacher. Thus, the purpose of using media to facilitate the learning process and help the achievement of learning objectives is met. The group model of constructivism learning without media provides the same learning achievement as students who get a direct learning model. This is due to researchers' limitations in controlling the course of learning during treatment. Implementation of the designed constructivism learning models is less than the maximum in the aspect of group discussion. Students seemed passive during learning implementation since they found it difficult to find a solution without learning media. On the other hand, the learning process of students who get direct learning was very centered on the teacher. As a result, students who tended to be passive only received materials and experienced one-way learning. Based on the problem in the constructivism learning model group without the media and the direct learning model group of geometry material, students did not weel absorb the conceptual understanding and resulted in lower learning achievement than students who obtained learning with constructivist media-assisted constructivism models (smartbooks). communication abilities have better enthusiasm to try to understand the material well than students with moderate mathematical communication skills. In addition, researchers are not fully able to control the condition of students both during learning and during the test. This is the reason why students' achievement of moderate mathematical communication skills is no better than students with low communication skills.

CONCLUSION
Based on the results obtained as follows: (1) the learning achievement of students who obtain constructivism learning models assisted by constructivism media (smart book) is better than students' achievement who obtained constructivism learning models without media and direct learning models. In addition, the achievement of students who obtained a constructivist learning model without media was not as good as the achievement of students who obtained a direct learning model. (2) The achievement of students with high mathematical communication skills is better than students who have moderate and low mathematical communication skills. In addition, the achievement of students with moderate mathematical communication skills is better than students who have low mathematical communication skills. (3) In the category of high, moderate, and low mathematical communication skills, the mathematics learning achievement of students who have constructivism learning models assisted by constructivism media (smart books) are better than students who obtained the constructivism model of learning models without media and direct learning models. In addition, the achievement of students who obtained the treatment of constructivism learning models without media was as good as the achievements of students who obtained the direct learning model. (4) In the category of constructivism learning models assisted by constructivism media (smart books), constructivism learning models without media or direct learning models, the achievement of students with high mathematical communication skills is better than students with moderate and low mathematical communication abilities. In addition, the achievement of students who have moderate mathematical communication skills are also better than students who have low mathematical communication skills.
Based on the above conclusions, it is suggested that the mathematics teachers try to use an innovative learning media such as constructivism-based learning media (smart books) and apply it together with an appropriate learning model. This is so because based on the research, the use of instructional media provides effective results and helps students to understand mathematical concepts and improve students' mathematics learning achievements, especially on geometry material. In addition, the teacher should also pay attention to other factors in students, namely students 'mathematical communication skills, because in this study students' mathematical communication skills influence student achievement. It is also advised for other researchers or prospective researchers to continue or develop this research other learning models with the help of constructivism-based media or constructivism learning models with constructivist media with other materials such as spatial abilities, logical mathematical intelligence, and so on to be developed on other material and levels.