JUCAMA learning model: A pathway to improved mathematical communication

Leni Agustina Daulay; Cut Latifah Zahari; Rosliana Harahap; Dewi Riani

doi:10.30821/axiom.v14i2.21753

JUCAMA learning model: A pathway to improved mathematical communication

Leni Agustina Daulay, Cut Latifah Zahari, Rosliana Harahap, Dewi Riani

Abstract

Mathematical communication is a fundamental competence that enables students to express, interpret, and justify mathematical ideas clearly; however, many junior high school students still demonstrate low proficiency in this skill. This study examines the effect of the Problem Submission and Solving (JUCAMA) learning model on students’ mathematical communication abilities at MTsS Darul Mukhlisin Takengon, emphasizing its role in fostering critical and logical thinking in mathematics education. A quasi-experimental posttest-only control design was employed with a total sample of 53 eighth-grade students, randomly selected from two classes: Class VIII.C as the experimental group (28 students) and Class VIII.D as the control group (25 students). Data were collected through tests and observations and analyzed using a t-test. The results show that the experimental group achieved a significantly higher mean score (49.46) than the control group (25.8). Statistical analysis confirmed this difference (t = 37.14 > t_table = 2.01), indicating a substantial effect of the JUCAMA learning model. Practically, these findings suggest that the JUCAMA model can be adopted by mathematics teachers to encourage active participation and strengthen students’ reasoning and communication skills. Future research may examine this model in other mathematical competencies and explore technology integration to enhance engagement.

Keywords

Mathematical communication abilities; Mathematical education; Problem solving; Problem submission; Problem submission and solving (JUCAMA)

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References

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DOI: http://dx.doi.org/10.30821/axiom.v14i2.21753