Analisis Kemampuan Komunikasi Matematis Siswa SMP Di Tinjau Dari Self-Concept

Abstract

This study aims to describe the mathematical communication abilities in terms of selft concept of studens of class VIII junior high school 10 Cimahi. This research method is included in this type of research descriptive research is qualitative, describes approach the errors of students in answering questions mathematical communication seen from selft concept. The research in the test to 22 students in the sample in this study is 9 students. The determination of the sampling is done by taking the 3 students that have high self concept, 3 students who have self concept, and 3 student have low self concept. The result of data analysis showed the ability of mathematical communication for students who have hgh self concept that is 2 students showed the test of mathematical communication ability enough and 1 student low. Mathematical communication skills for students who have a moderate self concept that is 2 students showed good mathematical cominication ability test and 1 low students. The ability of mathematical communication for students who have a low selft concept that is 2 student showed less mathematical ability test and 1 students enough.

Students’ Errors in Problem-Solving Reviewed From the Perspective of Math Resilience

“…Indicators of Mathematics Resilience (Harsela & Asih, 2020) are as follows: 1) learning mathematics is valuable, meaningful and useful; 2) learning from mistakes, giving positive responses, and being resistant to giving up in negative situations or difficulties when learning mathematics; 3) have a strong desire, perseverance, try hard to continue to struggle in facing challenges or difficult situations; 4) persistent, Students' Errors in Problem-Solving Reviewed from the Perspective of Math Resilience Aulia Puspita Dewi, Wikan Budi Utami, Sri Adi Widodo, Muhammad Budi Haryono, Benjamin Laurentino Vaz, Fikri Aulia diligent, and confident in your own abilities, understanding, and experience to study mathematics. From these indicators, it can be seen that differences in students' mathematical resilience levels will influence their ability to solve mathematical problems (Afriyanti, Wardono, et al, 2018;Arjun & Muntazhimah, 2023;Kurnia et al, 2018). This is also in accordance with research (Fitriani et al, 2023;S.…”

Students’ Learning Difficulties in Learning Mathematics in View of Mathematical Resilience

“…Resilience is important in learning mathematics because many students experience difficulties, obstacles, and anxiety in learning mathematics, causing students to dislike mathematic (Sari et al, 2017) and resilience is one of the internal factors that influence students' success in learning mathematics (Hidayat, 2017) This is in line with research results which state that resilience can help students overcome difficulties in solving mathematical problem (Maharani & Bernard, 2018). Selain itu hasil penelitian lain menunjukkan bahwa siswa yang memiliki resiliensi tinggi mampu menyelesaikan permasalahan matematis lebih baik dari pada siswa yang memiliki resiliensi sedang maupun rendah (Kurnia et al, 2018). Seeing the importance of mathematical resilience in overcoming learning difficulties in mathematics, this study aims to describe how the learning difficulties of fifth grade students at MIN 4 Ponorogo are seen from their resilience.…”

“…While the learning difficulty test sheet consists of 5 description questions and the interview sheet is arranged based on indicators of learning difficulties according to Cooney (Sholekah & Waluyo, 2017) which is presented in the following table: As for measuring mathematical resilience using a Likert scale. After all student questionnaire scores were calculated, the researcher then grouped the scores from the questionnaire results based on the high, medium and low resilience criteria presented in the following table (Kurnia et al, 2018). The results of the learning difficulties test for students who have a high resilience category will be analyzed according to the indicators of learning difficulties using data analysis techniques carried out in 3 stages, namely, 1) data reduction, namely in this process the selection of data that is in accordance with what is being studied and removing unnecessary ones, 2) data presentation, in this process reduced data is presented according to the needs in analyzing learning difficulties and, 3) drawing conclusions, at this stage comparing the data that has been presented and analyzing the data based on indicators of learning difficulties according to their level of resilience, namely in students who are in the high mathematical resilience category (Rijali, 2018).…”

Pengembangan Buku Ajar Elektronik Interaktif Berbantuan Google Slide Dan Quizizz Terhadap Kemampuan Pemecahan Masalah

“…Kenyataannya bahwa kemampuan dalam memecahkan masalah matematika peserta didik masih lemah. Menurut [11] bahwa siswa memiliki kemampuan yang tinggi jika mampu menjawab soal tes serta memahami soal dengan tepat dan siswa memiliki kemampuan sedang berarti mereka dapat menyelesaikan permasalahan dengan benar dan tepat serta siswa memiliki kemampuan rendah disebabkan kurangnya pemahaman terhadap soal sehingga menjawab soal siswa mengalami kesulitan.…”