Application of multi-representational discourse model to improve students' communication skills
DOI:
https://doi.org/10.30862/jri.v5i2.687Keywords:
Communication,, Fiqh learning, Islamic education, multi-representationAbstract
Students who have good communication skills tend to find it easier to understand the material, collaborate with classmates, and complete assignments. Communication skills must be established in students. Learning is not optimal without good communication (good interaction between educators and students). The research on applying the multi-representational discourse (MRD) learning model. This study aimed to explore how this model can improve students' communication skills. The method used in this study was classroom action research. This study was conducted on grade XI students at MAN Kota Palangka Raya with 36 respondents. The data analysis technique used is a quantitative analysis technique to compare student activities during the cycle. The results showed an increase in students' communication skills using MRD learning. The MRD model encourages students to discuss and exchange opinions actively, improving their ability to communicate verbally and non-verbally. The results showed increased students' communication skills, especially in expressing opinions, discussing, making presentations, and asking questions. The use of models that involve active interaction between students, such as group discussions, can have a positive impact on the learning process.
References
Abu-Nimer, M., & Nasser, I. (2017). Building peace education in the Islamic educational context. International Review of Education, 63(2), 153–167. https://doi.org/10.1007/s11159-017-9632-7
Ahmad, C. V. (2021). Causes of Students’ Reluctance to Participate in Classroom Discussions. ASEAN Journal of Science and Engineering Education, 1(1), 47–62. https://doi.org/10.17509/ajsee.v1i1.32407
Ainiyah, Q., & Mustofa, A. (2022). The Implementation of Jigsaw to Improve Madrasah Tsanawiyah Students’ Fiqih Achievement. AL-ISHLAH: Jurnal Pendidikan, 14(4), 4745–4752. https://doi.org/10.35445/alishlah.v14i4.2331
Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. The Journal of Educational Research, 109(1), 99–110. https://doi.org/10.1080/00220671.2014.924470
Alhashmi, M., & Moussa-Inaty, J. (2021). Professional learning for Islamic education teachers in the UAE. British Journal of Religious Education, 43(3), 278–287. https://doi.org/10.1080/01416200.2020.1853046
Angganing, P., Budiningsih, C. A., & Haryanto, H. (2023). The profile of students’ communication skills on science Learning in elementary schools. Pegem Journal of Education and Instruction, 13(1), 117–124. https://doi.org/10.47750/pegegog.13.01.14
Avdiu, E., Bekteshi, E., & Gollopeni, B. (2024). Learning skills for the future – implementing the 21st-century learning. Multidisciplinary Science Journal, 7(1), 2025011. https://doi.org/10.31893/multiscience.2025011
Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2), 51–59.
Baransano, A. Y., Yohanita, A. M., & Damopolii, I. (2017). Penerapan model pembelajaran picture and picture untuk meningkatkan hasil belajar biologi siswa kelas XI IPA SMA YABT Manokwari. Prosiding Seminar Nasional MIPA II, 273–280.
Carlgren, T. (2013). Communication, Critical Thinking, Problem Solving: A Suggested Course for All High School Students in the 21st Century. Interchange, 44(1–2), 63–81. https://doi.org/10.1007/s10780-013-9197-8
Chatab, N. (2007). Profil budaya organisasi. Alfabeta.
Chung, Y., Yoo, J., Kim, S.-W., Lee, H., & Zeidler, D. L. (2016). Enhancing Students’ Communication Skills In The Science Classroom Through Socioscientific Issues. International Journal of Science and Mathematics Education, 14(1), 1–27. https://doi.org/10.1007/s10763-014-9557-6
Cintamulya, I., Murtini, I., & Warli, W. (2024). Optimization of Critical Thinking by Empowering Collaboration and Communication Skills through Information Literacy-Based E-Books: In STEM integrated Problem-Based Learning. European Journal of Educational Research, 14(1), 151–166. https://doi.org/10.12973/eu-jer.14.1.151
Jumrodah, J. (2024). Improving Creative Thinking Skills In Marine Ecology In Developing Bioentrepreneurship. Jurnal Penelitian Pendidikan IPA, 10(6), 3274–3279. https://doi.org/10.29303/jppipa.v10i6.8017
Jumrodah, J., Liliasari, S., Adisendjaja, Y. H., & Sanjaya, Y. (2021). Peningkatan Keterampilan Berpikir Kritis pada Konsep Biota Laut menuju Pembangunan Berkelanjutan melalui Pembelajaran Berbasis Proyek. Biosfer : Jurnal Biologi Dan Pendidikan Biologi, 6(2), 68–78. https://doi.org/10.23969/biosfer.v6i2.4337
Kamaruzzaman, A. (2016). Strategi Pembelajaran Efektif untuk Meningkatkan Keterampilan Komunikasi Siswa. Alfabeta.
Kemmis, S., & McTaggart, R. (1988). The action research planner Victoria.:Deakin University.
Kusuma, J. W., Zaenuri, Z., Rochmad, R., Pujiastuti, E., & Hamidah, H. (2022). The Influence Of The Ethnomathematicss-Based Multy Representation Discourse Learning Model On Mathematical Communication Skills And Self-Confidence Of Junior High School Students. Proceedings of International Conference on Science, Education, and Technology, 8, 740–746.
Mardiah, S. A., Fahrurrozi, F., & Hayati, N. (2024). Pengaruh model pembelajaran kooperatif tipe diskursus multy representasy (DMR) dan minat belajar terhadap kemampuan komunikasi matematis siswa. NOTASI: Jurnal Pendidikan Matematika, 2(2), 81–90. https://doi.org/10.70115/notasi.v2i2.194
Muhdiati, S., Wahyudin, D., & Umrotullatifah, N. (2025). The influence of self-efficacy on sixth graders’ mathematical communication skills. Inovasi Kurikulum, 22(1), 347–366. https://doi.org/10.17509/jik.v22i1.78691
Muhtar, M. (2025). Group Discussion Method to Improve Learning Outcomes of Grade VII Students in Fiqh Learning: Action Research at MTs Al-Insan. Journal of Action Research in Islamic Education, 1(1), 296–309. https://ejournal.mgedukasia.or.id/index.php/joariie/article/view/192
Mukhadis, A. (2013). Sosok Manusia Indonesia Unggul dan Berkarakter dalam Bidang Teknologi Sebagai Tuntutan Hidup di Era Globalisasi. Jurnal Pendidikan Karakter, 4(2), 115–136. https://doi.org/10.21831/jpk.v2i2.1434
Nasir, N. I. R. F., Purwaningsih, E., Ekawati, R., & Yambi, T. D. A. C. (2024). An analysis of primary school students’ scientific literacy. Journal of Research in Instructional, 4(2), 623–634. https://doi.org/10.30862/jri.v4i2.544
Ni’mah, Z., Sulistiani, I. R., & Anggraheni, I. (2019). Upaya Guru Dalam Mengatasi Kesulitan Belajar Siswa Mata Pelajaran Fiqih Di SMP Islam Karangploso Malang. Vicratina : Jurnal Ilmiah Keagamaan, 4(7), 82–85. https://jim.unisma.ac.id/index.php/fai/article/view/3299
Nugraheni, S. (2018). Pengaruh model pembelajaran diskursus multi representasi terhadap kemampuan komunikasi matematis [Udergraduate Thesis, Universitas Muhammadiyah Surakarta]. UMS Campus Repository. https://eprints.ums.ac.id/61062/22/NASKAH%20PUBLIKASI-Sinta.pdf
Nurdiana, B. (2023). Efektivitas Model Pembelajaran Visualization Auditory Kinesthetic (VAK) Melalui Media Handout Pada Materi Akidah Akhlak Terhadap Keterampilan Komunikasi Dan Sikap Santun Siswa [Master Thesis, Universitas Islam Negeri Sunan Gunung Djati]. UIN Sunan Gunung Jati Campus Repository. https://digilib.uinsgd.ac.id/78995/
Nurfah, N., Mustafa, M., & Meidina, T. (2024). Improving Verbal Communication Skills Through Music Therapy for Autistic Children in Kindergarten. Pinisi Journal of Art, Humanity, and Social Studies, 4(2), 45–60. https://journal.unm.ac.id/index.php/PJAHSS/article/view/1751
Pambudi, G. D., Winangsih, F., Nunaki, J. H., Nusantari, E., & Damopolii, I. (2022). Encouraging students’ metacognitive skills through inquiry learning. Inornatus: Biology Education Journal, 2(1), 43–52. https://doi.org/10.30862/inornatus.v2i1.272
Patriot, E. A., Suhandi, A., & Chandra, D. T. (2018). Optimize scientific communication skills on work and energy concept with implementation of interactive conceptual instruction and multi representation approach. Journal of Physics: Conference Series, 1013, 012029. https://doi.org/10.1088/1742-6596/1013/1/012029
Purwasih, R., & Bernad, M. (2018). Pembelajaran diskursus multi representasi terhadap peningkatan kemampuan komunikasi dan disposisi matematis mahasiswa. Jurnal Riset Pendidikan Matematika, 5(1), 43–52. https://doi.org/10.21831/jrpm.v5i1.13589
Rizal, A. (2021). Multi-Representation Discourse Learning Model As An Alternative Solution To Improve Student Learning Outcomes In Science Lessons. Jurnal Sekolah Dasar, 6(1), 28–35. https://doi.org/10.36805/jurnalsekolahdasar.v6i1.1300
Safitri, M., Arifin, S., & Wathoni, L. M. N. (2023). Strategi Meningkatkan Keterampilan Komunikasi Siswa dalam Pembelajaran Pendidikan Agama Islam di SMK Negeri 1 Praya. MANAZHIM, 5(2), 607–627. https://doi.org/10.36088/manazhim.v5i2.3300
Sasmito, A., Suciati, S., & Mariadi, M. (2017). Profile of communication skills in biology for XI grade students of “Y” senior high school in Madiun Regency. Unnes Science Education Journal, 6(2), Article 2. https://doi.org/10.15294/usej.v6i2.15818
Sholihah, M., Zubaidah, S., Mahanal, S., & Listyorini, D. (2025). The effect of reading-concept mapping-reciprocal teaching on students’ communication skills. Journal of Education and Learning (EduLearn), 19(1), 158–168. https://doi.org/10.11591/edulearn.v19i1.21765
Sofa, I. A., Setiyowati, A. J., & Eva, N. (2024). Grapyak value sociodrama technique group guidance guidebook for teaching students interpersonal communication skills. Journal of Research in Instructional, 4(1), 39–48. https://doi.org/10.30862/jri.v4i1.296
Suhra, S. (2018). Urgency of Life Skill Learning in Fiqih Lessons in Madrasah. Proceeding The Annual International Conference on Islamic Education, 3(1), 224–231. https://www.jurnal.stitnualhikmah.ac.id/index.php/proceedings/article/view/272
Syawalia, D. M., Maylani, A., Ferdyan, M. H., Halim, M. I., & Tri Nugraha, J. (2024). Persepsi masyarakat pada makna ekspresi wajah dan gestur tubuh dalam berkomunikasi. Journal of Governance and Public Administration, 2(1), 74–83. https://doi.org/10.70248/jogapa.v2i1.1635
Werimon, S., Damopolii, I., & Nunaki, J. H. (2017). Pengaruh model pembelajaran stad dipadu media pembelajaran komik materi sistem pencernaan manusia terhadap hasil belajar siswa. Jurnal Eksakta Pendidikan, 1(2), 33–40. https://doi.org/10.24036/jep.v1i2.52
Widyaningsih, S. W., Yusuf, I., & Damopolii, I. (2019). Pelatihan penelitian tindakan kelas bagi guru IPA Kabupaten Manokwari Papua Barat. JMM (Jurnal Masyarakat Mandiri), 115. https://doi.org/10.31764/jmm.v0i0.1155
Wijayanti, S. H., Widyastuti, T. D., Ristyantoro, R., & Pramono, H. (2025). An investigation of the quality of presentation slide design and oral communication in higher education. Journal of Research in Instructional, 5(1), 185–198. https://doi.org/10.30862/jri.v5i1.608
Yassinta, Y. (2017). Pembelajaran Fiqih Berbasis Kecakapan Abad 21 Pada Siswa kelas V. Tarbiya Islamica, 5(1), 11–16. https://doi.org/10.37567/ti.v5i1.1487
Zare, P., & Othman, M. (2015). Students’ Perceptions toward Using Classroom Debate to Develop Critical Thinking and Oral Communication Ability. Asian Social Science, 11(9), 158-170. https://doi.org/10.5539/ass.v11n9p158
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Norjanah Norjanah, Jumrodah Jumrodah, Abdul Gofur
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
