Enhancing Students’ Mathematical Communication Skills through Reciprocal Teaching

Jeprizal 1 Indonesia , Zulfah 1 Indonesia , Astuti 1 Indonesia
1 Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Pahlawan Tuanku Tambusai
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Published 2026-05-10
Vol. 6 No. 2 (2026) PAGES 522 - 535
DOI 10.51574/kognitif.v6i2.4729
Views / Downloads 90 80

Mathematical communication is a key competence in mathematics learning because it enables students to express ideas, justify reasoning, and represent mathematical thinking clearly. This study examined the effect of Reciprocal Teaching on eighth-grade students’ mathematical communication skills at SMP Negeri 1 Bangkinang. A quasi-experimental design with a nonequivalent control group was employed. The participants were divided into an experimental group taught through Reciprocal Teaching and a control group taught through conventional instruction. Data were collected using pretest and posttest measures of mathematical communication skills. The results showed that the experimental group obtained a higher posttest mean score (83.65) than the control group (72.67). The independent samples t-test indicated a significant difference between the two groups, p < .001. The N-gain score of the experimental group was high (0.73), whereas that of the control group was moderate (0.54). The effect size was also large (Cohen’s d = 1.528), indicating that Reciprocal Teaching had a substantial effect on students’ mathematical communication skills. These findings suggest that Reciprocal Teaching can be used as an instructional approach to support mathematical communication in junior secondary mathematics classrooms.

Jeprizal, J., Zulfah, Z., & Astuti, A. (2026). Enhancing Students’ Mathematical Communication Skills through Reciprocal Teaching. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 6(2), 522–535. https://doi.org/10.51574/kognitif.v6i2.4729
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Keywords
Mathematical Communication Mathematics Learning Quasi-Experimental Design Reciprocal Teaching