Non-Verbal Communication of the Teacher in the Mathematical Learning Process
Creators: name: Ramallah, Zaqia
name: Dadang Rahmat Hidayat
name: Anter Venus
name: Agus Rahmat
Publisher: name: figshare
Year: 2019
Subjects: subject: 200101 Communication Studies
subject: FOS: Media and communications
subject: FOS: Media and communications
subject: 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
subject: FOS: Educational sciences
subject: FOS: Educational sciences
subject: 200105 Organisational, Interpersonal and Intercultural Communication
subject: 150502 Marketing Communications
subject: FOS: Economics and business
subject: FOS: Economics and business
subject: 200199 Communication and Media Studies not elsewhere classified
subject: 209999 Language, Communication and Culture not elsewhere classified
subject: FOS: Languages and literature
subject: FOS: Languages and literature

description: Non-verbal communication consists of delivering ideas, emotions, feelings, and messages through actions and expressions that are not only sentence or words. Non-verbal communication is considered an important teaching technique that impacts students' understanding, which ultimately produces better learning and understanding of the concepts. The role of the teacher in teaching and learning activities is central, being a means of knowledge transfer, a guide to the process of behaviour change and a solver of various problems in the classroom. With respect to behaviour, a capable communicator can plan and choose between alternative courses of behaviour, monitor and change their behaviour, and translate the abstract conception of what to do and say to tangible and understandable verbal and nonverbal behaviour. The non-verbal communication from the teacher becomes very important in the teaching of mathematics subjects. Mathematics as a science has standard rules in its understanding, so the teacher uses a lot of non-verbal communication, as it is considered important as a delivery technique to create an impact on the understanding obtained by the students. Furthermore, it will produce a better understanding of the concept. The Dyatame study group was formed on the basis of the facilitator’s concern, who was also a teacher in the village of Mareda Kalada, South-West of Sumba, East of Nusa Tenggara. As a place for informal learning, Dyatame frees cost for all children who are interested in participating in learning. Students attend Dyatame without coercion, so the environment that accumulates in learning becomes more relaxed, with the concept of learning while playing. The purpose of this study was to determine the teacher's communication skills in the delivery of mathematical subjects. This study supports the communication of better quality teachers, in relation to communication in the classroom, communication activities, and teacher-student interaction. This study explores how non-verbal communication contributes to the explanation of the material in mathematics lessons in primary school-aged children. Non-verbal communication can be ambiguous and will influence the meaning of the message to be delivered. In this study, the researchers presented an analysis of teachers' non-verbal communication skills to teach mathematics in the Dyatame study group. The approach used to achieve the objectives of this study is a qualitative research approach that uses explorative case study projects. The data is collected through the experience of direct participation and includes documentation (photos and videos) and interviews. The results of this study indicate that teachers use non- verbal skills to develop and help students understand the concept in mathematical subjects. The non-verbal communication provided by the teachers for their students creates a relaxed learning atmosphere. The relaxing situation and the role of culture also affect teachers in the use of space, touch, time and artifacts; symbolism in dress; Use of physical and vocal signals. Non-verbal communication as a complement to the words of this class is more dominant and is as effective as the techniques of delivering materials to improve the understanding of the student. Some models of non-verbal communication applied by teachers include more eye contact, more smile, and more movement.