DEVELOPING STUDENTS' MATHEMATICAL COMMUNICATION ABILITY THROUGH PERFORMANCE ASSESSMENT ON DERRIVATIVE TOPIC

This present study purposes to find out the Performance Assessment conducted toward performance, behavior or interaction of students. This study is a descriptive of quantitative research. Methodology chosen in this study is research and development combined with experimental method and the one group pre test post test design in the fourth step of research and development. "Constructed response is a task designed to make students construct answer with new and prior knowledge. It possibly requires students to make differently varying answers. This task could be a product or performance, such us essay, ordering decimal Passover number, mind mapping or concept map, making a prediction, drawing conclusion, journal response, homework reflection, the self-assessment, pair evaluation, evaluating others' work, figural representation, resources' problem, measuring an object, and conference. In addition, task in product form requires students to construct a product that can describe command students' understanding of concept and certain skills or their ability to apply, analyze, synthesize or predict the concept. Pease performance assessment related to real world problem is essential to be implemented to assess and • develop students' ability in mathematical communication. Therefore, performance assessment is a good solution to increase students' achievement in mathematics and form their behavior through value of mathematics education. The findings illustrate screened students' mathematical communication ability on the topics of the derivate at Senior High School in Banda Aceh feel good