Enhancing Mathematical Communication Skills in Linear Algebra Through the Talking Stick Learning Model
Indonesia Indonesia Indonesia 
United Kingdom 
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Information Technology Education, Instructional Model, Linear Algebra and Matrices, Mathematical Communication, Talking Stick
Abstract
Background. Mathematical communication competence is essential for Information Technology Education students, particularly in articulating linear algebra concepts underlying core IT domains such as data structures, algorithms, and programming.
Purpose. This study examines changes in students’ mathematical communication skills and learning outcomes following implementation of the Talking Stick method, integrated with Flippity a digital random name picker in a Linear Algebra and Matrix course focusing on solving Linear Systems of Equations using Elementary Row Operations.
Method. This study employed a pre-experimental one-group pretest–posttest design supported by classroom observation, measuring learning outcomes via pretest and posttest instruments. Data were analyzed using a paired-samples t-test and normalized gain (N-gain) analysis, with observational data analyzed descriptively. The study involved 18 undergraduate students in the Linear Algebra and Matrix course, selected through total sampling.
Results. Observations indicate that the Talking Stick model fosters an active classroom atmosphere, peer interaction, and engagement. Statistical testing revealed a significant difference between pretest and posttest scores in mathematical communication ability (t(17) = ?4.826, p < .001), with the mean increasing from 2.5139 to 3.1028 and a large effect size (Cohen's d = 1.14), alongside a high N-gain of 0.898 in solving Linear Equation Systems through Elementary Row Operations.
Conclusion. This research concludes that communication-based teaching-learning strengthens mathematical understanding and communication competencies among pre-service IT teachers through active explanation and classroom interaction.
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