Komunikasi matematis tulis merupakan kemampuan mengekspresikan gagasan/ide matematis secara tertulis dalam bentuk simbol, gambar, persamaan, grafik, atau tabel. Topik volume benda putar dipilih dikarenakan pada materi ini melibatkan banyak representasi. Perkuliahan kolaboratif merupakan salah satu model pembelajaran yang menekankan pada kolaborasi/kerja sama antar peserta didik. Tujuan penelitian adalah mendeskripsikan kemampuan komunikasi matematis tulis mahasiswa dalam menyelesaikan masalah volume benda putar melalui model perkuliahan kolaboratif. Penelitian ini menggunakan pendekatan kualitatif. Subjek penelitian ini terdiri dari 3 mahasiswa yang masing-masing mewakili kemampuan matematika tinggi, sedang, dan rendah. Metode pengumpulan data dilakukan melalui tes dan wawancara. Data dianalisis secara kualitatif berdasarkan indikator komunikasi matematis yang disesuaikan dengan standar NCTM. Hasil penelitian menunjukkan bahwa kemampuan komunikasi tulis ketiga subjek sangat lemah dalam menggambar hasil perputaran grafik. Jika ditinjau dari proses penyelesaian soal, subjek dengan kemampuan matematika rendah menunjukkan banyak kesalahan dalam mengoperasikan bentuk aljabar.
Communication style is a way in which a person conveys messages or information. Pre-service teachers need to have good communication skills. Communication is one of the keys to the effectiveness of a learning process. Mathematical communication is divided into two, namely written communication and oral communication. Interactive learning videos are one of the alternative media used in online learning. This study aims to describe the mathematical communication style of pre-service teachers in conveying the material of Inequalities through interactive learning videos. This study uses a qualitative approach. The purposive sampling technique was chosen as the sampling method. The subjects of this study consisted of three students from the mathematics education study program FKIP UNISMA, each of which represented a different cohort level, namely semesters 2, 4, and 6. The results of the three subjects have a distinctive and different communication style in explaining the material of Absolute-Value Inequalities. Based on data analysis, the first student’s communication style tends to be non-assertive, the second student has a manipulative communication style, and the third student’s communication style tends to be more assertive.
Abstrak: Masalah mitra saat ini adalah kesulitan siswa dalam memahami dan menyelesaikan soal-soal olimpiade matematika; penyampaian materi yang kurang menarik; serta kemampuan dan keterampilan pemecahan masalah siswa olimpiade masih perlu dikembangkan dan ditingkatkan. Tujuan kegiatan pengabdian kepada masyarakat ini, yaitu: (1) membimbing siswa untuk memahami dan menyelesaikan masalah yang terkait dengan soal olimpiade dan (2) meningkatkan performa siswa sehingga dapat berdampak pada prestasi yang diraih dalam kegiatan olimpiade tahun depan. Metode pelaksanaan terdiri dari tiga tahapan, yaitu: (1) pra kegiatan, merumuskan masalah mitra dan solusinya; (2) pendampingan kelompok siswa ektrakurikuler olimpiade matematika; dan (3) monitoring dan evaluasi pada saat dan setelah pendampingan. Instrumen evaluasi keberhasilan berupa angket untuk memeriksa kemampuan pemecahan masalah. Kegiatan ini melibatkan 40 siswa dan 8 orang guru pendamping. Hasil kegiatan menunjukkan bahwa 75% siswa atau 30 dari 40 siswa mengalami peningkatan kemampuan pemecahan masalah dengan rata-rata kenaikan sebesar 11%. Kegiatan pendampingan serupa perlu dilakukan dengan materi yang berbeda untuk memberikan gambaran utuh terkait kemampuan pemecahan masalah kelompok siswa ekstrakurikuler olimpiade Matematika.Abstract: The problems are students' difficulties in understanding and solving Math Olympiad questions; the delivering material is less attractive; and olympiad students' problem-solving abilities and skills still need to be developed and improved. The objectives of this community service activity are: (1) to guide students to understand and solve problems related to the Olympics and (2) to improve student performance so that it can have an impact on the achievements achieved in next year's Olympic activities. The implementation method consists of three stages, namely: (1) pre-activity, formulating partner problems and solutions; (2) assistance for extracurricular groups of math olympiad students; and (3) monitoring and evaluation during and after mentoring. The success evaluation instrument was in the form of a questionnaire to examine the problem solving abilities. This activity involved 40 students and 8 accompanying teachers. The results of the activity showed that 75% of students or 30 of 40 students experienced an increase in problem solving abilities with an average increase of 11%. Similar mentoring activities need to be carried out with different materials to provide a complete picture of the problem-solving abilities of the Mathematics Olympiad extracurricular group students.
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