Habituation of written aspect communication in mathematics learning at Madrasah Aliyah

Written mathematical communication has an important role in helping students systematically express the problem-solving process, deepen their understanding of mathematical concepts, and enable teachers to identify students' weaknesses. This study aims to: 1) describe the habit of written communication in daily tasks, and 2) explore the role of written communication in daily exams during mathematics learning. This study uses a phenomenological qualitative approach. The subjects of the study are school principals, mathematics teachers, and 34 students of class X of Madrasah Aliyah Negeri 2 Karanganyar in the 2024/2025 school year who were selected based on certain criteria to get a variety of learning experiences. Data collection methods include in-depth interviews, participatory observations, and analysis of students' written assignment documents. The results of the analysis showed two main findings: 1) The habit of written communication in daily assignments helps students understand mathematical concepts systematically and improves their ability to explain the problem-solving process more clearly. 2) The habit of written communication in daily exams encourages students to think critically, strengthen their understanding of mathematical concepts, and increase confidence in solving the problems they face. This research provides valuable insights into how structured written communication can improve the math learning process. These findings suggest that the integration of written assignments in daily math teaching can help teachers refine their teaching strategies, support student success, and create a more effective learning environment.