Delta-Phi: Jurnal Pendidikan Matematika, vol. 1, pp. 15–19, 2023
Received 20 Feb 2023 / published 30 Apr 2023
https://doi.org/10.61650/dpjpm.v1i1.36

Analysis of The Relationship Between
Student Interest and Written
Communication in Solving Realistic
Mathematics Problems
Diella Aprilani Luthfia Amany1, Annisa Amallinda Indriatno Puteri2, and Samuel Karim3
1. Universitas Muhammadiyah Malang, East Java, Indonesia
2. Universitas Muhammadiyah Malang, East Java, Indonesia
3. Ernest Bai Koroma University of Science and Technology and College of Human Resources Development Sierra Leone, Afrika
E-mail correspondence to: diellaamany@gmail.com

Abstract
The world of human education can be studied structured and wellsupported. Because learning to build each person's personality. Interest
is the tendency to observe and remember various activities. Always pay
attention, followed by fun, interest, desire, concentration, and student’s
understanding of mathematics. Communication can be interpreted as
conveying messages from a messenger to a recipient intending to
express or inform a comment orally or in writing. This study aimed to
determine the relationship between interest and students' written
communication skills in solving realistic mathematical problems. This
research is a qualitative descriptive study. Data was obtained by using
questionnaires and tests. The subjects of this research were two
students of class XI MIPA. The steps taken are learning through the
WhatsApp group by individually working on questionnaires and tests.
The researcher identified and analysed the answers to each indicator of
interest and ability to write mathematical communications for each
statement and question. The method of data analysis in this paper was
tried through 3 stages: data reduction, data presentation and
conclusion. The paper results show that the relationship between
interest and written communication skills in solving realistic math
problems is directly proportional, where student 1's interest is still low,
and his ability is still classified as poor. Student 2 has a moderate
interest, and his abilities are directly proportional, namely, not too sour
or too good.
Keywords: Mathematical Realistic Problems, Problem-solving, Student
interest, Writing Communication Skills.

Introduction
The world of human education can learn in a structured and
well-facilitated manner because learning with everyone's
personality will be built (Belser et al., 2018; Draijer et al., 2022; ten
Hagen et al., 2022). Mathematics is fundamental in many fields

because mathematics is likened to an object that is very important
in the development of science and technology (Belser et al., 2018;
Pertiwi et al., 2020; Solari et al., 2022). Interest is a tendency to
keep observing and remembering various activities, such as being
watched continuously by a feeling of happiness, concern, desire,
concentration, and students ' understanding of mathematics
(Gunawan et al., 2022; Zur et al., 2022). in other words, students
will show interest in learning mathematics when they can
communicate their wishes to others. In addition, students must also
be able to show their wishes to others by conveying that these
students are interested in (Mikhailova et al., 2022) and understand
learning mathematics (Sarifah et al., 2022), either through attitude
or language (Leyva et al., 2022). Therefore, the importance of
communication skills in learning mathematics is necessary as a form
of treatment shown by students in their interest in learning
mathematics.
Communication can be interpreted as a technique for
expressing a message from the messenger to the recipient to
express or notify comments either orally or in writing (Leyva et al.,
2022; Utomo, 2019). Students' success in improving their
mathematical communication skills can affect several aspects, both
from their own and external factors (Armania et al., 2018; Luo et
al., 2022; Partono et al., 2021). One of the aspects of a person that
can influence learning outcomes is interest in learning (Gray et al.,
2020; Lería et al., 2022; Rudianto et al., 2022). The teaching and
learning process of some students can be classified as having high
learning interest, moderate and not a few students whose learning
interest is relatively low, especially in mathematics (Pelaccia & Viau,
2017; Rajprasit et al., 2022; Wang & Pan, 2022). Student learning
outcomes will be maximised when students are highly interested in
mathematics. Meanwhile, to show interest, students must have
good mathematical abilities.

© 2023 Amany et al., (s). This is an open-access article licensed under the Creative Commons Attribution License 4.0.
(http://creativecommons.org/licenses/by/4.0/).

Amany et al. Analysis of the relationship between... Delta-Phi: Jurnal Pendidikan Matematika, 1, 15-19, 2023
Given the importance of mathematical communication, it is
necessary to have a learning approach that adds to mathematical
communication skills and interest in learning (Canedo et al., 2020;
Kamid et al., 2020; Trung et al., 2020). The approach used is
Realistic Mathematics Education because this learning approach
emphasises interaction between students, students with teachers
and students with educational features (Rahmah et al., 2022;
Sugianto et al., 2017). Realistic mathematics describes the
knowledge of mathematics as the subject, how students learn
mathematics and how it should be taught (Darmayanti, 2023;
Palinussa et al., 2021; Sitorus & Masrayati, 2016). Mathematical
realistic learning has a reality opinion that is not consistently
expanded during the last part of the learning process, but only
resources for teaching and learning mathematics (Bray & Tangney,
2016; Inganah et al., 2023a). Mathematics has five realistic
characteristics: 1). Utilizing contextual problems (Syaifuddin et al.,
2022), 2). Using a variety of ways (Darmayanti, Sugianto, et al.,
2022; Hasanah, Syaifuddin, et al., 2022), 3). Student participation
(AN Vidyastuti et al., 2018; Kuo & Hsu, 2020), 4). Student activeness
(Ng et al., 2020), and 5). Harmony (Anjarwati et al., 2023; MM
Effendi et al., 2022; Qomariyah et al., 2023). This knowledge is
described as a realistic characteristic of mathematics, where
realistic design is the knowledge background of students who are
known in their activities, then it will become a factor in designing
ideas that link various backgrounds and mathematical ideas
(Kutluca & Gündüz, 2022; Sugianto, Darmayanti, et al., 2022). A
person's success in improving mathematical communication skills
can be influenced by several aspects, both from within and outside
the person concerned. One of the aspects of a person that might
influence learning outcomes is interest in learning (Gee et al.,
2018).

al., 2016; Plasman & Gottfried, 2020). Today, there is still a strong
perception in society that religion and science are two separate and
irreconcilable entities. As for the status of each theory (Safitri et al.,
2023; Sugianto et al., 2023) has its entity, even down to the
organising body. In other words, science does not care about
religion, and religion does not care about science (Ma’zumi et al.,
2020). his is an overview of educational practices and scientific
activities in this country today (Inganah et al., 2023b; Mustakim et
al., 2023), which have had various adverse impacts and are
recognised by the wider community (Belser et al., 2018). Therefore,
this erroneous assumption must be corrected. One of the impacts
that can be caused is in determining a career.
Several obstacles were found based on observations and
unstructured interviews conducted by researchers during
mathematics learning in class XI SMA with mathematics teachers
and students. Students do not like learning mathematics. They are
interested in learning, pay attention while learning and are
involved. In addition, when facing math problems, students must
be able to express opinions and ideas adequately, complete
information, communicate, inform, direct, motivate, and invite, or
communicate in various languages. This shows that students'
mathematical communication skills and learning interests are still
not optimal. From this background, the researcher is interested in
how students' communication skills and interest in mathematics
are affected. This study aimed to determine the relationship
between students' interest in solving realistic mathematical
problems and their ability to communicate in writing.

Research Methode
This study uses descriptive qualitative to reveal the relationship
between aspects and various variables that affect conditions
without manipulating these variables (Hasanah, In’am, et al., 2022).
Figure 1 is the flow of this research.

Curriculum integration, a merger between mathematics and
religion, has been designed but not realised in the field (Dagley et

Figure 1. Method flow in analysing the relationship between interest and communication

In Figure 1, it can be seen that the population in the study here
were students of class XI Science, and the sample in this study were
students of class XI Science who were taken randomly around the
house, namely at Perum—a variety of Consensus 2 Kalianda. The
researcher explored the relationship between high student interest
and students' written communication skills in solving realistic
mathematical problems. The instruments used in this study were a
questionnaire to determine students' interests and a test to
determine students' written communication on realistic
mathematical problem-solving (Kihwele & Mkomwa, 2022).

statements on the appearance of high and low interest in each
statement using the Likert scale technique (Vidyastuti et al., 2022).
The data obtained through the problem-solving type test for
realistic math questions were analysed by calculating the total
correct score of the questions the respondent had worked on
(Asgafi et al., 2023; Triono et al., 2023).

Results and Discussion
The data obtained is two, with two students on each
instrument. Test instruments and questionnaires were given to two
different people. Two students are working on test questions and
two other students are working on questionnaires. The results of
the questionnaire obtained from two students were taken
randomly and associated with indicators/factors in assessing
student interest, namely:

Furthermore, the data obtained from the questionnaire were
analysed by percentage (Ababil & Septianawati, 2021) and then
described in the form of student interest criteria (Pangadongan et
al., 2022). Analyse the level of interest in each questionnaire
statement (Humaidi et al., 2022) by calculating the percentage of

15

Amany et al. Analysis of the relationship between... Delta-Phi: Jurnal Pendidikan Matematika, 1, 15-19, 2023
No.
[1]

Table 2. Questionnaire Results from Each Respondent
Indicator
Statement
Information
The amount of time used in student 3, 12 (positive
Student 1 in statements 3 and 12 in this indicator
learning activities, namely how much statement)
chose to strongly disagree and agree while
time students use to study
student 2 chose to disagree and agree.

[2]

The number of learning activities,
namely how much material is studied
for the time available.

8 (positive
statement)

student 1 and respondent 2 in statement 8 on
this indicator choose not to agree.

[3]

Tolerance
in
learning,
namely
acceptance in studying the material

10, 11 (negative
statement)

Student 1 in statements 10 and 11 in this
indicator chooses to strongly agree and agree
while student 2 chooses to disagree and disagree

[4]

Tenacity, namely not giving up in solving
a problem in learning

1, 9, 19(positive
statement)

Student 1 in statements 1 and 9 in this indicator
chooses to disagree and in statement 19 chooses
to strongly disagree while student 2 chooses to
disagree and agree.

[5]

The capacity to master problems and
complexities, namely the ability of
students to solve problems and their
complexities

2, 4, 6 (positive
statement)

Student 1 in statements 2 and 4 in this indicator
chose strongly disagree and in statement 6 chose
not to agree while student 2 chose statements 2
and 4 chose to agree, in statement 6 did not
agree.

[6]

Obedience and loyalty, namely the
accuracy or accuracy of students in
solving a problem

17, 20 (positive
statement)

Student 1 in statements 17 and 20 in this
indicator chose to agree and strongly disagree
while student 2 chose to agree and disagree.

[7]

How is the attitude in learning, which is
seen from the attitude of students when
learning

5,14,18 (positive
statement)

Student 1 in statements 5 and 14 in this indicator
chose to strongly disagree and in statement 18
chose to strongly agree while student 2 in the
three statements chose to agree.

[8]

Take all learning activities seriously

13,15,16 (positive
statements)

Student 1 in statements 13 and 15 in this
indicator chooses to disagree and in statement
16 chooses to agree while student 2 in
statements 13 and 16 chooses to agree and in
statement 15 chooses to disagree.

The data obtained are as many as two answers from each
student. The test results were obtained based on applying the
characteristics of written communication skills in solving

mathematical realistic problems. Table 2 shows the number of
scores obtained by each student for each test item.

Table 2. Results of each respondent's test scores
Question Number

Respondents

Final score

1

Problem 1
5

Problem 2
5

Problem 3
5

Problem 4
25

40

2

25

5

5

25

60

From Table 2, it can be seen that there are differences in the
final value results obtained. Based on the results of the answers to
each test item, the written communication skills of each student
were analysed with their respective answers. The results of the test
scores obtained show the level of students' mathematical written
communication abilities according to the specified indicators.

find solutions to the problem (Han & Yin, 2016).
The second result is that the tests of these two students also
have differences, although not too far from the results of the
acquisition of scores. Table 2 shows the results of each student's
test scores, where student 1 got a lower score than student 2.
Students working on some of the questions could find out what the
questions wanted the main idea that became the problem, and
compile the solution. However, in some questions, students could
not complete the test according to the indicators.

Tables 1 and 2 show the results of filling out questionnaires and
tests from the two respondents. In the results obtained, there are
differences in the levels of interest and abilities between each
student. Student 1 in the questionnaire results, which has been
associated with indicators of student interest, includes having a low
interest in solving realistic problems. In contrast, student 2 has a
moderate interest in this. Students' interest in solving realistic
mathematical problems is very influential in student learning
outcomes because it will encourage students to continue to try to

Based on the results of this analysis, it can be concluded that
interest in learning is an essential aspect of learning mathematics.
Students can experience changes in interest because many external
and internal factors drive them. The first factor is internal factors
influencing learning success, such as student characteristics, health,
intelligence and talent, interest and motivation, and student study

16

Amany et al. Analysis of the relationship between... Delta-Phi: Jurnal Pendidikan Matematika, 1, 15-19, 2023
habits. The second factor is external factors, or factors that can
influence learning success: teacher, school, and learning
environment factors. The creativity of a teacher's teaching can
affect student learning interests. High curiosity increases students'
interest in learning material. An earlier study by Darmayanti et al.
(2022) and Lazarides et al. (2022) found that not all high school
students are interested in learning mathematics. A previous study
by Wulandari et al. (2022) also found that students' lack of interest
in learning mathematics and low student learning outcomes were
the leading causes of students' learning difficulties. Previous
research by Rizki et al. (2022) found that students showed little
interest in mathematics because most math classes were abstract
and challenging to understand. Sugianto et al. (2022) found
mathematics to be a less attractive subject for students. One of the
reasons for this situation is that math learns many abstract things:
geometry, equations of lines, and algebra. Mathematics becomes
more complex and challenging for students. Students then think
mathematics is complex and challenging because it is complicated
to understand. While it is true that all students have the
opportunity to perform satisfactorily in school, the reality is that
students differ substantially in intellectual and physical abilities,
family backgrounds, habits, and learning methods, so it may be
difficult for students to absorb the material presented in the
captured class (ND Safitri et al., 2023; Sekaryanti et al., 2023). This
has been found to impact the achievement of learning objectives
significantly.

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In addition, students' communication skills regarding the
teaching and learning process are also one of the essential learning
materials. Communication in learning mathematics plays a vital role
that every student must own. Communication allows students to
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are still many students who are hesitant to ask their teacher about
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Student 2's interest is moderate, and his ability is directly
proportional, not wrong or bad. Teachers must be able to make
learning mathematics fun by creating a learning environment
where students can learn mathematics.
Conclusion
The relationship between interest and students' written
communication skills in solving mathematical realistic problems in
the inverse matrix material is the relationship between students'
interest and ability levels. Solving problems individually is still
unreasonable and inconsistent in each test item. The relationship
between each student's interest and ability is still directly
proportional, where student 1's interest is still low, and his ability
is still classified as not good. Student 2 has a moderate interest, and
his abilities are also directly proportional, neither bad nor good.

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