ABSTRAKPenelitian ini bertujuan untuk menganalisis kemampuan komunikasi dalam memecahkan masalah matematika. Penelitian ini adalah penelitian kualitatif. Subjek penelitian adalah siswa SD Islam Quran Al Bahjah Tulungagung. Penentuan subjek menggunakan purposif sampling berdasarkan kemampuan komunikasi dan penyelesaian masalah matematika. Instrumen penelitian ini berupa soal tes pemecahan masalah matematika dan lembar wawancara. Teknik pengumpulan data dilakukan dengan mengumpulkan data dari tes tulis dan wawancara siswa. Hasil penelitian ini adalah 1) tahap memahami masalah, subjek memahami masalah dengan baik dan mampu menyatakan gagasan-gagasan matematika secara lisan dan tulis, mampu menjelaskan representasi matematika yang dibuat; 2) tahap merencanakan strategi penyelesaian soal cerita, subjek dapat menjelaskan rencana penyelesaian soal cerita yang dikerjakan serta mempunyai kemampuan menyatakan gagasan-gagasan matematika secara lisan dan tulis, mampu menjelaskan representasi matematika yang dibuat dan mampu menjelaskan hubungan ide dalam penyelesaian soal; 3) tahap melaksanakan strategi penyelesaian, subjek yakin dengan hasil yang dikerjakan dan dapat menunjukkan bahwa jawabannya itu benar serta mampu menyatakan gagasan matematika secara tulis dan lisan; dan 4) pada tahap memeriksa kembali, subjek melakukan pemeriksaan kembali jawaban yang diperoleh serta mampu menyatakan gagasan-gagasan matematika secara lisan dan tulis. ABSTRACT This study aims to analyze communication skills in solving mathematical problems. This research is qualitative research. The subjects of the research is the Islamic Elementary School students of Quran Al Bahjah Tulungagung. Determination of subjects using purposive sampling based on communication skillsand solving mathematical problems. The instrument of this research is in the form of mathematical problem solving test questions and interview sheets. Data collection techniques are done by collecting data from written tests and student interviews. The results of this study are 1) the stage of understanding the problem, the subject understands the problem well and is able to express mathematical ideas verbally and written, able to explain mathematical representations made; 2) the stage of planning a strategy for solving a story problem, the subject can explain the plan to solve the story problem that is done and have the ability to express mathematical ideas verbally and written, able to explain mathematical representations made and able to explain the relationship of ideas in solving problems; 3) the stage of implementing a settlement strategy, the subject is sure of the results done and can show that the answer is correct and able to express written and oral mathematical ideas; and 4) at the re-examination stage, the subject re-checks the answers obtained and is able to express mathematical ideas verbally and written.

No abstract

This objective of this study is to describe competency of mathematic communication based on Van Hiele theory on geometry course viewed from visual and kinesthetic learning styles.  The study was conducted in STKIP PGRI Tulungagung in November 2013 to August 2014, assigning 45 students as sample.  The study revealed that: First,  auditory learning style was achieved by: Level 1 = 0, Level 2 = 2, Level 3 = 9, Level 4 = 4, and Level 5 = 0, averaging at Level 3.  This means that students do not understand when they construct  definition, argument, role, formal deduction they worked;  Second, kinesthetic learning style was achieved by: Level 1 = 0, Level 2 = 6, Level 3 = 10, Level 4 = 2, and Level 5 = 0, averaging at Level 3.  This means that students do not understand on the work as done through auditory learning style.