Lasswell Communication Model to Improve Students' Mathematical Concepts Understanding Ability

Authors

  • Mai Sri Lena Universitas Negeri Padang http://orcid.org/0000-0002-1835-1963
  • Netriwati Netriwati Universitas Islam Negeri Raden Intan Bandar Lampung
  • Ika Suryanita Universitas Islam Negeri Raden Intan, Bandar Lampung
  • Fastabuqul Khairat Universitas Negeri Padang
  • Ulfah Putri Efendi Universitas Negeri Padang

DOI:

https://doi.org/10.12928/ijeme.v6i2.20913

Keywords:

Mathematical concepts understanding, Lasswell Communications Model, Conventional Model

Abstract

This research aimed to discover the difference in the increase of students' mathematical concepts understanding using Lasswell communication model and conventional model. This was quasi-experimental research. Data were collected through a test of mathematical concepts understanding. The sample of this research was Public High School 4, where class X.1 and class X. 2 as an experiment and control class respectively. Inferential statistics was used to analyze the data. The findings showed that the increase of average of students' mathematical concepts understanding ability of experimental class was 0.733, while in the control class was 0.550. Furthermore, the results of the analysis of the t-test with significance level were 5%, showed that t score>T-table, meaning H0 was rejected. The conclusion was that there was a difference in the increment of students' mathematical concepts understanding using Lasswell Communication model and conventional model. Therefore, increasing the students' ability of mathematical concepts understanding using the Lasswell Communication Model was better than the conventional model.

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Published

2023-01-24

How to Cite

Lena, M. S., Netriwati, N., Suryanita, I., Khairat, F., & Efendi, U. P. (2023). Lasswell Communication Model to Improve Students’ Mathematical Concepts Understanding Ability. International Journal on Emerging Mathematics Education, 6(2), 141–148. https://doi.org/10.12928/ijeme.v6i2.20913

Issue

IJEME, Vol. 6 No. 2, September 2022

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