Instructional communication as a catalyst for improving student motivation and engagement
DOI:
https://doi.org/10.61511/linkage.v2i1.2025.1788Keywords:
instructional communication strategy, math teacher, studentsAbstract
Background: This study examines the instructional communication of mathematics teachers at SMPIT Darul Muqorrobin, considering the students' low mathematics scores that contrast with their notable non-academic achievements. The purpose of this research is to analyze the instructional communication strategies employed by mathematics teachers to enhance the learning interest of seventh and eighth-grade students. The study is grounded in the theory of instructional communication, which emphasizes the teaching methods used by teachers in conveying knowledge to students. Methods: The research employed a qualitative descriptive method, with data collected through interviews, observations, and documentation. Findings: There are three identified aspects of the teacher's instructional communication strategies: (1) effective teacher communication skills contribute to improved quality of classroom learning, (2) teachers must be adept at overcoming learning barriers, particularly students' weak mental attitudes, in order to foster motivation in learning mathematics, and (3) support from the school plays a crucial role in the learning process, enabling teachers to perform their duties effectively. Conclusion: The teacher's communication capital and teaching skills are essential for ensuring effective instructional communication. Novelty/Originality of this article: Instructional communication is closely related to educational reflection, providing teachers with valuable input for evaluating the quality, skills, and learning barriers within the classroom.
References
Aditomo, A., & Köhler, C. (2020). Do student ratings provide reliable and valid information about teaching quality at the school level? Evaluating measures of science teaching in PISA 2015. Educational Assessment, Evaluation and Accountability, 32(3), 275-310. https://doi.org/10.1007/s11092-020-09328-6
Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School Mathematics Teachers' Views on E-Learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. Eurasia journal of mathematics, science and technology education, 16(7). https://eric.ed.gov/?id=EJ1272650
Amany, D. A. L., Puteri, A. A. I., & Karim, S. (2023). Analysis of the relationship between student interest and written communication in solving realistic mathematics problems. Delta-Phi: Jurnal Pendidikan Matematika, 1(1), 15-19. https://doi.org/10.61650/dpjpm.v1i1.36
Arrial, V., Guerrieri, G., & Kesner, D. (2024, July). The benefits of diligence. In International Joint Conference on Automated Reasoning (pp. 338-359). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-63501-4_18
Bakar, A., Shah, K., & Xu, Q. (2020). The effect of communication barriers on distance learners achievements. Revista Argentina de Clínica Psicológica, 29(5), 248. https://doi.org/10.24205/03276716.2020.1027
Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17-40. https://doi.org/10.1080/00220485.2020.1845266
Chinn, S. (2020). The trouble with maths: A practical guide to helping learners with numeracy difficulties. Routledge. https://doi.org/10.4324/9781003017714
DiNapoli, J. (2023). Distinguishing between grit, persistence, and perseverance for learning mathematics with understanding. Education Sciences, 13(4), 402. https://doi.org/10.3390/educsci13040402
Güre, Ö. B., Kayri, M., & Erdoğan, F. (2020). Analysis of factors effecting PISA 2015 mathematics literacy via educational data mining. Education and Science, 45(202), 393-415. https://doi.org/10.15390/EB.2020.8477
Ikhwan, A., Farid, M., Rohmad, A., & Syam, A. R. (2020, May). Revitalization of islamic education teachers in the development of student personality. In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019) (pp. 162-165). Atlantis Press. https://doi.org/10.2991/assehr.k.200529.034
Jiang, R., Liu, R. D., Star, J., Zhen, R., Wang, J., Hong, W., ... & Fu, X. (2021). How mathematics anxiety affects students' inflexible perseverance in mathematics problem‐solving: Examining the mediating role of cognitive reflection. British Journal of Educational Psychology, 91(1), 237-260. https://doi.org/10.1111/bjep.12364
Kayan-Fadlelmula, F., Sellami, A., Abdelkader, N., & Umer, S. (2022). A systematic review of STEM education research in the GCC countries: Trends, gaps and barriers. International Journal of STEM Education, 9, 1-24. https://doi.org/10.1186/s40594-021-00319-7
Kleden, M. A., Sugi, Y., & Samo, D. D. (2021). Analysis of mathematical connections ability on junior high school students. International Journal of Educational Management and Innovation, 2(3), 261-271. https://doi.org/10.12928/ijemi.v2i3.3785
Mursalin, M., Fonna, M., Muliana, M., Ali, M., Setiawan, S., & Armita, D. (2025). The Role of Teacher Communication in Mathematics Learning: A Literature Review. Electronic Journal of Education, Social Economics and Technology, 6(1), 66-75. https://doi.org/10.33122/ejeset.v6i1.414
Muslim, A. B., Hamied, F. A., & Sukyadi, D. (2020). Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students. Indonesian Journal of Applied Linguistics, 9(3), 493-507. https://doi.org/10.17509/ijal.v9i3.23199
Ninsiana, W., Gabidullina, F. I., Widodo, M., Patra, I., Pallathadka, H., Alkhateeb, D. A. A. M., ... & Gheisari, A. (2022). High School Students’ Attitudes towards E‐Learning and Impacts of Online Instruction on Their General English Learning: Challenges and Issues. Education Research International, 2022(1), 9103862. https://doi.org/10.1155/2022/9103862
Pawit, M. Y. (2010). Komunikasi instruksional. Bumi Aksara.
Priadi, R. (2020). Teacher communication effectiveness in the learning process. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(4), 3433-3444. https://doi.org/10.33258/birci.v3i4.1378
Pritchett, L., & Viarengo, M. (2022). Learning outcomes in developing countries: Four hard lessons from PISA-D. University of Oxford. https://doi.org/10.35489/BSG-RISE-WP_2021/069
Rahiem, M. D. (2021). Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children and youth services review, 120, 105802. https://doi.org/10.1016/j.childyouth.2020.105802
Rahmawati, W. A., & Usodo, B. (2021, March). Mathematical literacy skills students of the junior high school in solving PISA-like mathematical problems. In Journal of Physics: Conference Series (Vol. 1808, No. 1, p. 012045). IOP Publishing. https://doi.org/10.1088/1742-6596/1808/1/012045
Rini, R. H. A., & Roza, Y. (2020). Analisis Kemampuan Komunikasi Matematis Siswa Di Tinjau Dari Self Confidence Siswa MTs. Apotema: Jurnal Program Studi Pendidikan Matematika, 6(1), 34-43. https://publikasi.stkippgri-bkl.ac.id/index.php/APM/article/view/116
Ruthven, K., & Järvelä, S. (2009). Social constructivism in the mathematics classroom: An international perspective. Springer Science & Business Media.
Rybchynska, A. (2023). Development of communication skills through the introduction of interactive teaching methods in English lessons. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology, 9(2), 9-17. https://doi.org/10.52534/msu-pp2.2023.09
Sabri, A. (2005). Strategi belajar mengajar dan micro teaching. Quantum Teaching.
Safitri, Y. (2020). Komunikasi instruksional guru agama dalam pembinaan akhlak siswa. Universitas Islam “45”.
Utami, N. S., & Gischa, S. (2021). Kenapa matematika susah? Kompas. https://www.kompas.com/skola/read/2021/09/18/140000369/kenapamatematika-susah?page=all
Wang, C., Zhang, M., Sesunan, A., & Yolanda, L. (2023). Peran teknologi dalam transformasi pendidikan di Indonesia. Kementerian Pendidikan dan Kebudayaan.
Widi, S. (2023). Data kualitas pendidikan siswa di Indonesia berdasarkan hasil PISA 2022. DataIndonesia.id. https://dataindonesia.id/pendidikan/detail/data-kualitaspendidikan-siswa-di-indonesia-berdasarkan-hasil-pisa-2022
Yana, N., & Husnita, H. (2023). The Effect of Teachers' Motivation and Communication Style on Increasing Students' Interest in Learning Mathematics. Jurnal Komunikasi Pendidikan, 7(2), 70-81. https://doi.org/10.32585/jurnalkomdik.v7i2.3291
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Muhammad Firdaus, Kartini Rosmalah Dewi Katili
This work is licensed under a Creative Commons Attribution 4.0 International License.
