Analisis Kemampuan Komunikasi Matematis Siswa Ditinjau Dari Kemampuan Matematika Siswa

Wardhana, Ibnu Rizki; Lutfianto, Moch.

doi:10.30738/.v6i2.2213

Cited by 25 publications

(27 citation statements)

References 4 publications

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“…It is relevant to the opinion of Kosko (2012), who states that writing is the best way for individuals to think and write their knowledge in a detailed and precise way in providing mathematical ideas. According Wardhana and Lutfianto (2018), written communication is the process of conveying thoughts/ideas in writing. Students have different ways of communicating their skills, according to Sukadi (2009) who argues that learning styles are a combination of how one absorbs and processes knowledge/information, learning styles also vary from one student to another.…”

Section: Introductionmentioning

confidence: 99%

Analysis On Written Mathematical Communication Skills At System Of Linear Equations In Two Variables (SLETV) Material Viewed From Student Learning Styles

Pratiwi

Inganah

Putri

2020

MEJ

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This research was to describe students’ mathematical communication skills based on their learning styles. This research was a descriptive research with qualitative approach. Data was obtained in three steps, namely written test on SLETV material, questionnaire on learning styles, and interviews. Research subject was eighth grade students. The procedure in this research began with the pre-field stage. At this stage, the research was designed, starting from observation and interviews with the teacher, as well as discussion with the supervisor. The second was the field stage, which was the stage for conducting research. The final stage was writing the report, which was the stage where researchers have conducted the research, processed and analyzed data that has been obtained from the research. Data collection techniques in this research were distributing questionnaire, giving test questions about SLETV, and conducting interviews to find out the students’ mathematical communicationskills more specifically. The instruments in this study were questionnaire onlearning styles, test questions about SLETV, and interview guide sheets. Dataanalysis techniques in this research aimed to achieve data reduction by sorting out important answers from student results in the form of questionnaire, test, and interviews. Data presentation was in the form of narrative texts. Interviews were aligned with the test questions about SLETV. Finally, conclusions were formulated by describing each student’s written mathematical skill based on the 4 student learning styles. Based on the results, students with interpersonal learning style had the ability to learn better through friendship, students with self-expressive learning style had the ability to learn by paying more attention to the final results and tended to use unusual ways to find the best results, students with understanding learning style had the ability to see facts and remember large amounts of knowledge, ideas, theories, or concepts, while students with mastery learning style were able to write to the point and focus more on results.

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Section: Introductionmentioning

confidence: 99%

Analysis On Written Mathematical Communication Skills At System Of Linear Equations In Two Variables (SLETV) Material Viewed From Student Learning Styles

Pratiwi

Inganah

Putri

2020

MEJ

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“…Gaya kognitif terdiri dari beberapa jenis, diantaranya adalah reflektif dan impulsif. Kagan (Wardhana & Lutfianto, 2018) menjelaskan bahwa dimensi reflektif dan impulsif mengambarkan kecenderungan peserta didik yang tetap untuk menunjukkan cepat atau lambat waktu menjawab terhadap situasi masalah dengan ketidakpastian jawaban yang tinggi.…”

Section: Pendahuluanunclassified

Analisis Kemampuan Berpikir Kreatif Matematis Ditinjau Dari Gaya Kognitif Dan Gender

Maryanto

Siswanto²

2021

ANARGYA

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This study aims to describe and analyze students' mathematical creative thinking ability in terms of cognitive style and gender. The research method used is descriptive qualitative. The sampling technique was purposive sampling with the subject of this study were 4 students, consisting of 1 male student with a reflective cognitive style, 1 male student with an Impulsive cognitive style, 1 female student with a reflective cognitive style, and 1 female students with Impulsive cognitive style. The instruments in this study were the Matching Familiar Figure Test (MFFT) and mathematical creative thinking skills. Data analysis in this study is by data reduction and categorization, data presentation, and drawing conclusions. The triangulation technique was used to validate the data by comparing the test results of the subject's mathematical creative thinking ability with the interview. The conclusion of this study is that male gender subjects (namely S1 and S3), both reflective and impulsive cognitive styles are more able to think more flexibly by providing some prism netting images or some correct answers when solving math problems than female gender subjects ( namely S2 and S4) with reflective and impulsive cognitive style. Meanwhile, female gender subjects with impulsive cognitive style (S4) can provide detailed answers and have better accuracy than male gender subjects (S1 and S3).

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“…Adapun peserta didik yang memiliki kemampuan tinggi memiliki komunikasi matematis yang baik dan dapat menyelesaikan masalah persamaan dan pertidaksamaan linier satu variable dengan memperoleh hasil akhir yang benar. Hasil penelitian yang lain mengenai komunikasi matematika adalah terdapat perbedaan dalam karakteristik komunikasi matematis peserta didik antara dalam bentuk tertulis dan bentuk lisan yang merujuk pada aspek keakuratan, kelengkapan, dan sistematis (Wardhana, 2018). Berikutnya penelitian yang dilakukan oleh Lutfianannisak (2018) yang menyatakan kemampuan komunikasi tulis peserta didik pada materi fungsi komposisi yang ditinjau dari kemampuan matematika masih kurang dan diperoleh hasil jika peserta didik kemampuan tinggi, sedang, dan rendah dapat memenuhi 3 indikator dari 4 indikator NCTM.…”

Section: Pendahuluanunclassified

Profil Kemampuan Komunikasi Matematis Peserta Didik Dalam Pemecahan Masalah Soal Cerita

et al. 2020

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Penelitian ini bertujuan mendeskripsikan kemampuan komunikasi matematis peserta didik dalam menyelesaikan soal cerita pada materi barisan dan deret. Penelitian ini bersifat deskriptif kualitiatif serta menggunakan metode survey. Subjek dalam penelitian ini adalah 15 peserta didik MAN 3 Malang yang terbagi dalam kelompok berkemampuan komunikasi matematis tinggi, sedang, dan rendah. Dari masing-masing kelompok, diambil satu subyek untuk dideskripsikan kemampuan komunikasi matematisnya. Hasil menunjukkan bahwa peserta didik dengan kemampuan komunikasi matematis tinggi memiliki kemampuan komunikasi matematis yang baik dalam representasi penyelesaian masalah soal cerita dan dalam mengomunikasikan hal-hal yang berkaitan dengan soal dengan simbol matematis. Untuk peserta didik berkemampuan komunikasi matematis sedang, cenderung melakukan kesalahan dalam menulis representasi penyelesaian masalah, serta sudah dapat menuliskan hal-hal yang diketahui, ditanya, dan kesimpulan dengan menggunakan simbol matematis secara benar. Adapun untuk peserta didik dengan komunikasi matematis rendah, bawah belum dapat memenuhi keduanya.

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Analisis Kemampuan Komunikasi Matematis Siswa Ditinjau Dari Kemampuan Matematika Siswa

Cited by 25 publications

References 4 publications

Analysis On Written Mathematical Communication Skills At System Of Linear Equations In Two Variables (SLETV) Material Viewed From Student Learning Styles

Analysis On Written Mathematical Communication Skills At System Of Linear Equations In Two Variables (SLETV) Material Viewed From Student Learning Styles

Analisis Kemampuan Berpikir Kreatif Matematis Ditinjau Dari Gaya Kognitif Dan Gender

Profil Kemampuan Komunikasi Matematis Peserta Didik Dalam Pemecahan Masalah Soal Cerita

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