The Effect of Reciprocal Peer Tutoring Strategy Assisted by GeoGebra on Students’ Mathematical Communication Ability Reviewed from Gender

Education Quarterly Reviews

ISSN 2621-5799

Published: 29 April 2019

The Effect of Reciprocal Peer Tutoring Strategy Assisted by GeoGebra on Students’ Mathematical Communication Ability Reviewed from Gender

Laras Lestari, Mulyono, Syafari

State University of Medan, Medan, North Sumatera, Indonesia

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10.31014/aior.1993.02.02.61

Pages: 292-298

Keywords: Reciprocal Peer Tutoring Strategy, Geogebra, Mathematical Communication Ability, Gender

Abstract

The purpose of this study is to examine the effect of reciprocal peer tutoring strategy assisted by geogebra on students' mathematical communication ability reviewed from gender. The method in this study is the experimental method. The sample was consisted of 72 tenth grade students of SMAN 11 Medan and drawn using simple random sampling technique. The instrument has consisted of a prior mathematics knowledge test and mathematical communication ability test. Treatment consisted of teaching equations and inequalities learning the material to the experimental group using reciprocal peer tutoring strategy assisted by geogebra, while the control group was taught using expository strategy. The data analysis is done by using Analysis of Covariance (ANCOVA). The results show that: (1) reciprocal peer tutoring strategy assisted by geogebra affects students’ mathematical communication ability significantly, (2) gender doesn't affect students’ mathematical communication ability significantly, (3) There is no interaction between strategy (reciprocal peer tutoring strategy assisted by geogebra and expository strategy) and gender (male students and female students) on mathematical communication ability.

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