The Effect of the ICARE Model in the Context of Pagaralam Coffee on Students’ Mathematical Communication Skills in the Topic of Ratios in Year 7 at MTs Al Ikhlas Tanjung Sakti PUMI
Main Article Content
Icha Febrianti*
Novi Susanti
Reza Lestari
Mathematical communication remains one of the most persistently underdeveloped competencies among secondary school students, yet plays a crucial role in developing students' capacity to express and reason mathematical ideas meaningfully. This study examines the efficacy of the ICARE instructional model, embedded within the Pagaralam coffee context, on the mathematical communication competencies of seventh-grade students at MTs Al Ikhlas Tanjung Sakti PUMI. Grounded in constructivist learning theory, the ICARE model (comprising Introduction, Connection, Application, Reflection, and Extension) facilitates meaningful learning through active knowledge construction and contextual engagement. Mathematical communication is understood in accordance with the NCTM framework as the ability to express, represent, and reason mathematical ideas coherently. This study employed a quantitative experimental design with a Pretest-Posttest Control Group approach. Class VII.1, comprising 23 students, served as the experimental group, while Class VII.2, comprising 20 students, served as the control group. Data were collected through mathematical communication assessments and analyzed using an independent two-sample t-test. The results revealed a mean posttest score of 70.39 for the experimental group, with 69% of students attaining a "good" rating, considerably surpassing the mean posttest score of 52.95 and the 52.86% satisfactory rating recorded in the control group. This difference was statistically significant, with a t-value of 3.474 exceeding the critical threshold of 1.683, leading to the rejection of the null hypothesis. These findings confirm that the integration of the ICARE model within the Pagaralam coffee context produced a significant improvement in students' mathematical communication skills in proportional reasoning.
Antari, L., & Pusvitasari, N. (2022). Pendekatan ICARE (Introduction, Connection, Application, Reflection, Extension) dalam LKPD Pelajaran Matematika Kelas VII SMP. EduMatSains: Jurnal Pendidikan, Matematika Dan Sains, 7(1), 183–196. https://doi.org/10.33541/edumatsains.v7i1.3931
Astuti, S. A., Mariani, S., & Mulyono, M. (2019). Learning Implementation ICARE Social Simulation to Improve The Ability of Mathematical Connection. Journal of Primary Education, 8(8), 143–151. https://doi.org/10.15294/jpe.v10i2.34312
Choirudin, C., Anwar, M. S., & Khabibah, N. (2021). Pengembangan lembar kerja peserta didik (LKPD) berbasis problem solving. Fraktal: Jurnal Matematika Dan Pendidikan Matematika, 2(1), 1–13. https://doi.org/10.35508/fractal.v2i1.3590
d’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48. https://flm-journal.org/Articles/72AAA4C74C1AA8F2ADBC208D7E391C.pdf
Fatimah, A. T., & Prabawanto, S. (2020). Mathematical understanding and reasoning of vocational school students in agriculture-based mathematical tasks. Journal for the Education of Gifted Young Scientists, 8(2), 701–712. https://doi.org/10.17478/jegys.702884
Handayani, E. T. (2021). Pengembangan LKPD berbasis ICARE (Introduction, Connect, Apply, Reflect, Extend) pada materi penentuan perubahan entalpi untuk SMA/MA. Journal of Research and Education Chemistry, 3(1), 1. https://doi.org/10.25299/jrec.2021.vol3(1).6210
Istifadah, Z., & Saadah, F. N. (2023). Efektivitas Penggunaan LKPD Berbasis Realistic Mathematics Education untuk Meningkatkan Kemampuan Literasi Numerasi Siswa. Jurnal Pendidikan Matematika, 14(2), 113–122. https://doi.org/10.36709/jpm.v14i2.95
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
Kaban, R. H., Anzelina, D., Sinaga, R., & Silaban, P. J. (2020). Pengaruh model pembelajaran PAKEM terhadap hasil belajar siswa di sekolah dasar. Jurnal Basicedu, 5(1), 102–109. https://doi.org/10.31004/basicedu.v5i1.574
Lase, N. K., & Lase, R. K. (2020). Pengembangan lembar kerja peserta didik (LKPD) berbasis problem based learning pada materi interaksi makhluk hidup dengan lingkungan kelas VII SMP. Jurnal Review Pendidikan Dan Pengajaran, 3(2). https://doi.org/10.31004/jrpp.v3i2.1693
Lastari, D. W., Roza, Y., & Hutapea, N. M. (2023). Analisis Kemampuan Komunikasi Matematis Siswa SMP/MTs pada Materi Relasi dan Fungsi. HISTOGRAM: Jurnal Pendidikan Matematika, 7(1), 1–14. https://doi.org/10.31100/histogram.v7i1.2465
Makdalena, R., Agustini, R., & Raharjo, R. (2026). Effectiveness of the ICARE-Modification Model in Training Students’ Critical Thinking Skills. International Journal of Emerging Research and Review, 4(2), 168. https://doi.org/10.56707/ijoerar.v4i2.168
Mikolaj, C. (2019). Effective Instructional Strategies in Sixth Grade Inclusion Mathematics Classrooms: The Effect of Active and Passive Engagement on Concept Learning and Opportunity to Learn. Duquesne University.
Munandar, D. R. (2023). Kemampuan komunikasi matematis siswa dalam pembelajaran matematika. Jurnal Educatio Fkip Unma, 9(2), 1100–1107. https://doi.org/10.31949/educatio.v9i2.5049
Mutodi, P., & Mosimege, M. (2021). Learning mathematical symbolization: Conceptual challenges and instructional strategies in secondary schools. Bolema: Boletim de Educação Matemática, 35, 1180–1199. https://doi.org/10.1590/1980-4415v35n70a29
Nikmah, F. K., Singgih, S., & Muhlisin, A. (2025). The Effectiveness of the Introduction, Connection, Application, Reflection, Extension (ICARE) Learning Model in Improving Higher Order Thinking Skills (HOTS) of Junior High School Students. Paedagogia: Jurnal Pendidikan, 14(2), 223–240. https://doi.org/10.24239/pdg.Vol14.Iss2.982
Oktavia, R., Ruswana, A. M., & Zamnah, L. N. (2024). Indikator Kemampuan Komunikasi Matematis Siswa SMP dalam Artikel Jurnal Nasional. Prossiding Galuh Mathematics National Conference, 2(1), 53–70. https://jurnal.unigal.ac.id/GAMMA-NC/article/view/13572
Pradiptha, I. P. A., & Wiarta, I. W. (2021). Pengembangan Lembar Kerja Peserta Didik Berbasis Problem Solving Materi Bangun Datar Muatan Matematika Pada Siswa Kelas IV SD. Jurnal Ilmiah Pendidikan Dan Pembelajaran, 5(1), 27–35. https://doi.org/10.23887/jipp.v5i1.32788
Rachmayuni, N. A., Fauziyah, N., & Huda, S. (2022). Pengembangan E-Modul Matematika Berbasis ICARE (Introduction, Connection, Application, Reflection, Extension) dengan Menggunakan AnyFlip pada Materi Nilai Tempat. DIDAKTIKA: Jurnal Pemikiran Pendidikan, 28(1), 166–175. https://doi.org/10.30587/didaktika.v28i2.3816
Rahmadhani, E., & Wahyuni, S. (2020). Integrasi pembelajaran matematika berbasis ICARE dan Islam pada materi pecahan. JNPM (Jurnal Nasional Pendidikan Matematika), 4(1), 110–124. https://doi.org/10.33603/jnpm.v4i1.2874
Rahmah, A. T., & Hidayati, N. (2024). Analisis Kemampuan Komunikasi Matematis Siswa SMP pada Materi Sistem Persamaan Linear Dua Variabel. Laplace: Jurnal Pendidikan Matematika, 7(1), 284–292. https://doi.org/10.31537/laplace.v7i1.1802
Riza, V. S. (2020). Analisis Kemampuan Komunikasi Matematis Siswa Kelas VII SMP Negeri 31 Padang Tahun Pelajaran 2019/2020. Jurnal Edukasi Dan Penelitian Matematika, 9(3). https://doi.org/10.24036/pmat.v9i3.10500
Robinson, K., Westfall-Rudd, D., Drape, T., & Scherer, H. (2018). Conceptualizing integrative agricultural education: Introductory framework for integrating mathematics in agricultural curriculum. Journal of Agricultural Education, 59(4), 253–269. https://doi.org/10.5032/jae.2018.04253
Sari, N. N., Kurniawati, N., & Wijaka, R. N. (2022). Deskripsi Kemampuan Komunikasi Matematis Siswa pada Materi Sistem Persamaan Linear Dua Variabel. Jurnal Pendidikan Matematika Dan Sains, 10(1), 22–28. https://doi.org/10.21831/jpms.v10i1.39364
Siahaan, P., Dewi, E., & Suhendi, E. (2020). Introduction, connection, application, reflection, and extension (ICARE) learning model: The impact on students’ collaboration and communication skills. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 109–119. https://doi.org/10.24042/jipfalbiruni.v9i1.5547
Sibinga, C. T. S., & Abdella, Y. E. (2024). Documentation and Data Collection: Tools for Improvement. In Clinical Use of Blood: A Different Approach (pp. 43–53). Springer. https://doi.org/10.1007/978-3-031-67332-0_4
Siregar, N. F. (2021). Pemahaman Konsep Matematika Siswa SMP Melalui Pendekatan Realistic Mathematics Education. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(2), 1919–1927. https://doi.org/10.31004/cendekia.v5i2.635
Susanti, N., Putri, R. I. I., Hartono, H., & Aisyah, N. (2025). Kemampuan Literasi Matematika Siswa SMP Kelas VII di Pagaralam. Teorema: Teori Dan Riset Matematika, 10(1), 103–110. https://doi.org/10.25157/teorema.v10i1.18638
Utami, A. S., Rarasati, I. P., & Putriani, I. (2023). Application of the Teams Games Tournament (TGT) Model in Grade V Mathematics Learning. REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY, 2(1), 47–53. https://doi.org/10.55047/romeo.v2i1.598
