Mathematical Communication Skills Analysis through the Discovery Learning Approach with the Help of the Quizizz Application

Abstract

Mathematical communication skills are crucial in the digital era, but students often experience cognitive barriers in abstract composition and inverse function materials. Evaluation of the impact of innovative digital learning is generally still dominated by a macro quantitative approach, thus ignoring specific cognitive dynamics based on students' initial abilities. This descriptive qualitative study aims to describe the profile of mathematical communication skills (drawing, math expression, written text) of students in the Quizizz-assisted Discovery Learning model in terms of their Prior Mathematical Ability (PMA). Through a purposive sampling technique, 6 subjects were selected from a total of 27 students in the experimental class to represent the high, medium, and low PMA clusters. Data were collected through triangulation of test achievement graphs, analysis of student worksheet results, and in-depth clinical interviews. The results of the study revealed three main findings: (1) The high groups showed established metacognition and fluency of layered representations across all indicators. (2) The medium groups manifested a cognitive bypass anomaly, where students tactically sacrificed the drawing aspect for the sake of efficient algebraic-verbal calculation time (cognitive trade-off). (3) The low groups experienced the paradox of digital gamification; The Quizizz feature helps with short-term memory retention in written text, but the pressure of the fast-paced game rhythm triggers impulsive cognitive styles and time-constrained anxiety, which leads to careless errors in algebraic expressions during manual written tests. In conclusion, the integration of gamification technology does not have a linear impact on all levels of student ability, requiring intervention in the form of time regulation, differentiation, and scaffolding to minimize cognitive barriers in lower groups.