Mathematical communication skills and students' self-confidence are still considered low, even though both are essential in learning mathematics. This study aims to determine the effect of the role-playing model on these two abilities. The method used is a quasi-experimental design with a randomized pretest-posttest control group. The population of the study includes all seventh-grade students at a private junior high school in Medan, consisting of five classes with a total of 185 students. The sample was selected using cluster random sampling, with classes VII-1 and VII-4, each consisting of 30 students, assigned as the experimental and control groups, respectively. The instruments used were a mathematical communication skills test and a student self-confidence questionnaire. Data were analyzed using an independent t-test. The results showed a significant difference between the experimental and control groups. The average improvement in mathematical communication skills in the experimental group was 74.48%, which was higher than that of the control group at 54.46%. Students' self-confidence also increased more in the experimental group (65.07%) compared to the control group (23.69%). It can be concluded that the role-playing model has a positive effect on improving students' mathematical communication skills and self-confidence. Therefore, teachers are encouraged to implement the role-playing model in mathematics learning, especially in contextual materials that require active student engagement.
Asmal et al. (Fri,) studied this question.