PROBLEM-BASED LEARNING AND SOCIAL EMOTIONAL ANALYSIS OF STUDENTS' WRITTEN MATH COMMUNICATION

This study aims to analyze the written mathematical communication of eighth-grade junior high school students regarding the topic of triangle construction congruence. Data collection was conducted through two methods: a written test to measure mathematical
communication and observation to assess students' socio-emotional aspects using a problem-based learning model. This study employed a descriptive method with a qualitative approach. Data analysis techniques were carried out through data reduction,
data presentation, and drawing conclusions, with classification based on high, medium, and low categories in mathematical communication indicators. Based on the analysis
results, students with high socio-emotional levels demonstrated strong mathematical communication, enabling them to express and interpret mathematical ideas in writing and use mathematical symbols in problem-solving. Conversely, students with low socioemotional levels showed difficulty in expressing mathematical ideas in writing. The conclusions of this study indicate a relationship between socio-emotional levels and students' mathematical communication abilities. Consequently, teachers need to consider
integrating socio-emotional approaches into learning to optimally and equitably improve students' mathematical communication