A Cognitive Analysis of Students’ Mathematical Communication Ability on Geometry

Sari, Dwi Septina; Kusnandi, K.; Suhendra, S

doi:10.1088/1742-6596/895/1/012083

Cited by 19 publications

(15 citation statements)

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“…Sehingga siswa kurang mampu untuk menginterpretasikan permasalahan atau ide dalam matematika baik secara lisan maupun tulisan (Meyer & Schnell, 2020). Masalah rendahnya komunikasi matematika tidak hanya terjadi di SMPN 06 Tommo, berdasarkan hasil penelitian dari Sari et al (2017) bahwa kemampuan komunikasi matematika yang diteliti masi rendah yaitu hanya 41,1% dari total 100%, sedangkan Darkasyi et al (2014), juga mengatakan kemampuan komunikasi matematika siswa di Indonesia masih rendah.…”

Section: Pendahuluanunclassified

Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership

Nurhusain

Hasby²

2021

JRHotsPM

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Matematika pada umumnya identik dengan penghitungan angka dan rumus, sehingga menimbulkan anggapan bahwa keterampilan komunikasi tidak dapat dibangun dari pembelajaran matematika. Salah satu komponen kunci yang dapat mempengaruhi keberhasilan dalam matematika adalah kebutuhan untuk memperhatikan ketelitian yang secara eksplisit meminta siswa untuk memperhatikan ketepatan baik kalkulasi maupun bahasa. Berdasarkan hasil wawancara dengan guru mata pelajaran matematika SMP di salah satu sekolah negeri yang ada di Makassar, peneliti menemukan beberapa masalah dalam pembelajaran matematika (1) metode yang digunakan guru adalah ceramah. (2) pembelajaran belum berpusat pada siswa (student centered learning). (3) Dalam menyelesaikan soal matematika siswa kurang mampu menuliskan simbol matematika dengan benar. Bagaimana meningkatkan komunikasi matematika siswa dalam membangun diskusi kelompok yang efektif melalui strategi student team heroic leadership adalah tujuan penelitian ini. Jenis penelitian ini adalah Penelitian Tindakan Kelas yang akan di adakan minimal 2 siklus, setiap siklus terdiri dari empat tahapan yaitu: 1) Perencanaan, 2) Pelaksanaan, 3) Pengamatan, 4) Refleksi. Subjek Penelitian adalah siswa kelas VII salah satu SMP negeri yang ada di Makassar, yang terdiri dari 6 laki-lai dan 10 perempuan. Hasil penelitian menunjukkan komunikasi matematika siswa dapat ditingkatkan dengan menerapkan strategi pembelajaran Student Team Heroic Leadership, hal ini ditunjukkan dengan rata-rata nilai hasil tes komunikasi pada siklus I dari 76% menjadi 96% pada siklus II, ketuntasan hasil tes komunikasi matematika siswa secara kalsikal meningkat dari tes siklus I ke tes siklus II, dan terjadi perubahan positif aktivitas siswa pada siklus I dan siklus II. Temuan lain terungkap bahwa adanya kecenderungan siswa menyembunyikan sesuatu yang tidak diketahui selama proses pembelajaran sehingga guru kesulitan untuk menilai sejauh mana pemahaman siswa terhadap konsep dari materi matematika yang disajikan. Harapan peneliti, lebih lanjut akan dilakukan penelitian bagaimana memunculkan percaya diri siswa dalam mengungkapkan ketidaktahuan selama menyelesaikan masalah matematika yang disajikan guru selama proes pembelajaran.

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Section: Pendahuluanunclassified

Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership

Nurhusain

Hasby²

2021

JRHotsPM

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“…While preparing scientific publications with a large number of formulas, academics use the LaTeX system [4]. For writing and reading formulas, blind and low-vision persons with serious visual disability can use the linear Braille mathematical notation, based on the 7-bit, 128 character ASCII 1 Paper under preparation. standard available via a QWERTY keyboard, for example AsciiMath (AMS) notation [5], Wiskunde Notatie Dedicon (WND) [6], or an extended notation using multi-byte characters, such as Lambda notation [7], as well as Unicode-Math notation developed in PlatMat, based on AsciiMath.…”

Section: Various Mathematical Notations and User Interfacesmentioning

confidence: 99%

“…The problem of communication-related capabilities in mathematics that are necessary for transferring, acquiring, consolidating and using mathematical knowledge in everyday life, was tested on a group of secondary school students and is described in paper [1]. Low percentage results were obtained with regard to the following: (i) ability to described a situation, an idea or a mathematical correlation using algebraic expressions, graphics, images (35%), (ii) use of mathematical language in everyday life (35%), (iii) use of images or diagrams to express a mathematical concept (53,3%).…”

Section: Introductionmentioning

confidence: 99%

“…In order to overcome interaction lim-itations, we have proposed, in PlatMat OPTY, the use of integrated senses. Solutions enabling quick recognition of mathematical graphics have also been developed 1 , as have been tools allowing to perform arithmetic calculations in a written form [3]. They are intended for students with visual impairments but are not discussed in this paper.…”

Section: Introductionmentioning

confidence: 99%

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Multimedia Mathematical Communication in a Diverse Group of Students

Brzostek-Pawłowska¹

2019

JTIT

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The article tackles the problem of improving mathematical communication in a group of students with diﬀerent visual impairment levels, under the guidance of a group leader or a teacher. Visually impaired persons face a problem while learning mathematics. The said problem results from the speciﬁc nature in which mathematical content (formulas, function graphs, geometrical ﬁgures and projections of solids) is recorded and presented. The eﬀectiveness of learning mathematics is boosted when students work in a group moderated by a leader. This requires them to share documents, with the leader being able to keep track of the individual work of each participant, and with the group discussing speciﬁc solutions. In order for a visually impaired student to be able to participate in and contribute to the work of the group, either remotely or locally, all participants must use universal IT tools that support visually impaired students without complicating the work of others. This paper presents interactive multimedia solutions developed under two research projects carried out by the author. The said solutions support communication in mathematics. Results of qualitative surveys on new solutions are presented, conﬁrming their usefulness and the measurable impact they exert on the eﬃciency of the group’s work concerning mathematical problems.

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“…From an early age, it is expected that students will be accustomed to choosing the right problem-solving strategy when faced with a mathematical problem. Several studies reported that both young and old students showed low achievement, misconceptions, and errors in choosing strategies in solving math problems, especially related to measuring length and area in geometric material due to confusion in distinguishing units and partitions (Jones & Tzekaki, 2016;Özerem, 2012;Ozkan & Bal, 2017;Rusyda et al, 2017). Meanwhile, Ekawati and Wulandari (2011) stated that there was no significant difference in solving math problems in primary school students' Geometry when viewed from gender.…”

Section: Introductionmentioning

confidence: 99%

Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

Dwiyani

Nanna

Kusnadi

2021

JIPM

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<p class="JRPMAbstrakKeywords"><span>Each student's problem solving has different characteristics and can be seen in terms of gender differences. Gender in mathematics achievement is still a hot topic to be researched. Therefore, this study aims to describe the problem solving of primary school students on Geometry using the Polya strategy model in terms of gender. This study uses a qualitative approach design. Participants in this study consisted of 4 high and moderate achievement primary school students of the male and female gender. Data collection providing by problem-solving test, and then we conducted interviews with participants as part of the data triangulation process. Based on the study results, we found that: (1) there are differences in problem-solving strategies carried out by male and female students. For high achievement, male participants are superior, while for moderate achievement, female participants are superior; (2) A male student with high achievement is a good problem solver. A female student with moderate achievement is routine problem-solver, and naive problem-solvers are a female student with high achievement and a male student with moderate achievement. (3) Good problem solver were confident and able to find other ways when encounters obstacles. Routine problem solver do not do the looking back process, so there are mistakes at some of the problem-solving stages, and naive problem solvers only manipulate the numbers on the problem into some calculation operations.</span></p>

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A Cognitive Analysis of Students’ Mathematical Communication Ability on Geometry

Cited by 19 publications

References 0 publications

Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership

Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership

Multimedia Mathematical Communication in a Diverse Group of Students

Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

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