Student’s Mathematical Communication Ability Given Self Concept in Learning Mathematics Through Discovery Learning

The aim of this research is to describe the application of the Discovery Learning learning model to mathematical
communication skills in terms of self-concept. This research is a type of descriptive research with a quantitative
approach. The subjects in this study were taken from class VIII students of SMP 1 Muhammadiyah. Self-concept
questionnaires, observation sheets, and tests of mathematical communication abilities were the instruments
employed in this investigation. Based on the research results, 15% of students fell into the high category, 65%
into the moderate category, and 20% into the poor category on the self-concept questionnaire. Students with
strong, medium, and low mathematical communication abilities in Discovery curriculum curriculum exhibit
notable differences when taking the mathematical communication skills test. Regarding the outcomes of the
teacher and student observations, it was discovered that, overall, 97% of the results from the teacher
observations at meeting 1 fell into the very good category. For the second meeting, 98% was achieved in the
very good category. In the very good category, 100% of the results for the third meeting were obtained.
Regarding the findings from the student observations during the first meeting, 86% fell into the category of
good. For the second meeting, 92% in the very good category was achieved. 89% of the results for the third
meeting fell into the good category.