This study aims to analyze the differences in students' mathematical communication and
resilience skills between conventional learning and reciprocal teaching assisted by Wordwall.
The study was conducted due to the limited research combining the reciprocal teaching
method with interactive media to improve students' communication skills and resilience. The
research population consist of eighth-grade students at a junior high school in Cirebon
Regency, with samples taken using purposive sampling. The samples taken from classes
VIII B and E, totaling 65 students. Using a quantitative approach with a pretest-posttest
control group design and instruments in the form of tests and questionnaires, the results
showed that the average posttest score for mathematical communication in the experimental
class was 75.27, higher than the control class, which was 31.25. Conversely, the posttest
score for mathematical resilience in the control class was 81.50, higher than that of the
experimental class, which was 74.03. These findings indicate that the integration of
reciprocal teaching and Wordwall has the potential to improve students' mathematical
communication, although further research is needed to identify effective strategies for
maintaining students' resilience.
Keywords: reciprocal teaching, mathematical communication, mathematical resilience