THE EFFICIENCY OF USING EDUCATION VIDEOS ON THE LINEAR PROGRAM MATERIAL AS OBSERVED IN VOCATIONAL HIGH SCHOOL STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY

This research has a purpose to find out the efficiency of of using education videos to increase the vocational high school students’ mathematical communication ability. The method used for this research was a quasi experiment method where the researcher took two classes as research samples. The first class was the experimental class where the students were shown the education videos and the second class was the control class where the students were taught as usual. The materials which were used for this research was a linear program. The research’s populations were the tenth grade students of SMK AL-Halim Garut with class X Multimedia and X Teknik Komputer dan Jaringan (TKJ) (Class of Computer Techniques and Network) as the samples. From the result of the first normality data analysis test (Pre-test), it was found that the experimental class did not distribute normally, therefore, the research continued by using Mann Whitney’s experiment. Sig.0.456 > 0.05 was resulted from the count, therefore H0 was accepted, it meant that there was no difference between the experimental class and control class. Meanwhile, on the final test (Post-test), the scores of both classes did not distribute normally, therefore Mann Whitney’s experiment was used again to find out. Sig.0.000 > 0.05 was resulted from the count, therefore H0 was rejected. In conclusion, “The efficiency of the students’ mathematical communication ability who got the education videos was more effective than those who were taught as usual on the linear program material”


INTRODUCTION
According to Shadiq (Ramellan, Musdi E, Armiati, 2012), mathematics has the role as a symbolic language which has the possibility to create the smart and exact communication.
Mathematics is not only the aid to think but also the media of communication between student with student and teacher with student. All people are expected to use mathematical language to communicate information or ideas. Many problems are delivered in mathematical language, for example, delivering the problem into mathematics model such as diagrams, mathematics equations, graphics, and tables. Communicating ideas with mathematical language will be more practical, systematic, and efficient. Every student needs to learn mathematics because mathematics is a strong, systematic, and exact communication aid. Mathematics is closely related to our daily lives. Communicating can help the students to increase their vocabulary, expanding their speaking ability, writing systematic ideas, and having better studying ability.
Looking at the result of the research, the students of SMK AL-Halim Garut had a low mathematical grade especially on the mathematical communication ability that it motivated to do the research in order to solve the problem.
In students' daily lives while studying at school, the fact that their mathematical communication ability was not at its best could be seen, e.g. 1) The students were not able to restate a concept and understanding with the terms; 2) The students still found it difficult to classify the objects according to specific features from a concept upon a problem; 3) The students lacked at identifying adequate amount of data to do a problem solving; 4) The students were still not able to make a mathematics model from a situation or daily problems (in real world); 5) The students were still not able to choose and apply the strategy to solve a mathematics problem; 6) The students were still not able to explain or interpret the result according to the original problem, they were also not able to examine the result validity or the result they got. It probably happened because of their study activity which was still not efficient (Febrinal, 2016).
That problem can be caused by the wrong study method, the class' atmosphere, incomplete textbooks and materials and also other education media. It therefore impacts the students' study results which are not contenting.
One of the ways to solve this problem is to use education videos as the education media. Education videos are one of educating aid which has a purpose to interest the students in studying mathematics so that the students are motivated to study mathematics. When they are Volume 1, No. 1, January 2018 pp 11 -18 13 motivated, they will follow the studying process. It is believed to increase their mathematical communication ability.

METHOD
This research is using quasi experiment method where the researcher took two classes as the research's samples. The first class was the experimental class in which the students got education videos and the second class was the control class in which the students got the usual studying process. Before and after the process, both classes were given a mathematical communication ability parallel test. The populations for this research were the tenth grade students of SMK AL-Halim Garut. This research used a linear program as a material. The class X Multimedia as the experimental class contains of 30 students while class X TKJ as the control class contains of 24 students. The data is collected with giving out tests. The tests were given to both the experimental class and control class. It was done twice, pre-test and post-test. The pre-test was done to identify the students' ability before doing the experiment in both classes and it was done to know whether they had the same ability or not. The posttest was implemented to know the studying efficiency using education videos. It was done after doing the experiment. Both tests were written in essay form. The experiment was used to make sure that the research affected the students' development.

RESULTS
From the research by doing the experiment to both classes randomly, a research on class X Multimedia as the experimental class with 30 students using education videos and class X TKJ as the control class with 24 students using the usual studying process, both given the pretest and post-test, resulted as follows:  14 From the table, the experimental class' sig. was 0,012 < 0,05 therefore H0 was rejected. It meant that the experimental class did not distribute normally. The control class' sig. was 0,200 > 0,05 therefore H0 was accepted. It meant the control class distributed normally. Since one of the classes did not distribute normally, the experiment was continued with nonparametric test which is Mann Whitney's experiment.

Mann Whitney's experiment pre-test H0
: There is no difference on mathematical communication ability efficiency between the students who got education videos and the students who did not get them. H1 : There is a difference on mathematical communication ability efficiency between the students who got education videos and the students who did not get them.
With the criterion, If sig. > 0.05 therefore H0 is accepted. If sig. < 0.05 therefore H0 is rejected. Sig. 0,456 > 0.05 therefore H0 is accepted, it meant that "There is no difference on mathematical communication ability efficiency between the students who got education videos and the students who did not get them on a linear program material." : Post-test samples do not distribute normally With the criterion, If sig. > 0.05 therefore H0 is accepted. If sig. < 0.05 therefore H0 is rejected. Did not distribute normally From the table above, the experimental class' sig. was 0.07 > 0.05 therefore H0 was accepted, it meant that the experimental class distribute normally. The control class' sig. was 0.02 < 0.05 therefore H0 was rejected, it meant that the control class did not distribute normally. Since one of the classes did not distribute normally, the experiment was continued with nonparametric test which is Mann Whitney's experiment.

Mann Whitney's experiment post-test H0
: The mathematical communication ability efficiency between the students who got education videos and the students who did not get them on linear program material is the same. H1 : The mathematical communication ability efficiency between the students who got education videos and the students who did not get them on linear program material is more effective on the first group of experiment.
With the criterion, If sig. > 0.05 therefore H0 is accepted. If sig. < 0.05 therefore H0 is rejected. From the table, the sig. was 0.000 < 0.05 therefore H0 was rejected, it meant that "The mathematical communication ability efficiency between the students who got education videos and the students who did not get them on linear program material is more effective on the first group of experiment."

DISCUSSION
Based on the data analysis, the conclusion is matched with the hypotheses. Studying process using education videos is more effective than the usual studying process because in the process the students were obligated to focus on the process so that they were more interested in following it, as observed in the mathematical communication ability of the vocational high school students on a linear program material (Hendriana, Rohaeti, & Hidayat, 2016;Rahmi, Nadia, Hasibah, & Hidayat, 2017). The students were also enthusiastic with the new atmosphere in the studying process since SMK AL-Halim Garut is a pesantren* based school whose activities in using technology are limited. Therefore, if the teacher does this innovation, the students will be more enthusiastic to study. It will also help their study results especially in mathematical communication ability.

CONCLUSION
Based on the data analysis, it can be concluded that "The mathematical communication ability efficiency between the students who got education videos and the students who did not get them on linear program material is more effective on the first group of experiment." This can be seen through the post-test experiment average result. Those who got education videos has bigger average result than those who did not.