Rivatul Ridho Elvierayani, Cholis Sa’dijah, Sukoriyanto, Rustanto Rahardi, Siti Salina Mustakim
This article aims to describe the collaborative gestures of slow-learner students while solving function problems in groups. Collaborative gestures are used as a shared form of mathematical ideas represented by one another. This research is qualitative research. The data collected was sourced from videos of slow learner class VIII when solving function problems in group discussions. The results of the study showed that students who were slow learners during discussions to solve problems produced a lot of collaborative gestures. Slow learner students produce collaborative gestures in the form of echo gestures: produced by students by following the movements made by their discussion partners by pointing or making trajectories of motion during discussions. This movement is done to show the position of the sequential pairs on the Cartesian diagram. Mirror gestures: produced by slow learner students when imitating the movements of their discussion partners when explaining what they are thinking. Alternative gestures: carried out during discussions as a form of students' understanding when expressing ideas in their minds. Joint gesture: done by pointing and making a trajectory of motion resembling a line above the Cartesian diagram. This gesture is used as part of what they understand and as their involvement while interacting in groups. © 2025 American Institute of Physics Inc.. All rights reserved.
Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, East Java, Indonesia; Faculty of Economic, Universitas Islam Lamongan, East Java, Indonesia; Facultyof Educational Studies, Universitas Putra Malaysia, Selanggor, Serdang, Malaysia
