Analisis Kemampuan Komunikasi Matematis Tulis Siswa SMP Pada Soal Cerita Bentuk Aljabar Dalam Pembelajaran Daring

Faizah, Hanim; Sugandi, Eko

doi:10.24127/ajpm.v11i1.4429

Cited by 3 publications

(8 citation statements)

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“…S3 doesn't make a fit example and do substitution or elimination steps to obtain the result. S3 only had a reduction of known points (coordinate of Radit's house toward crossroad (3,4) and coordinate of Fira's house toward Radit's house (-4, 1)). S3 also seems not examining the formulation plan and the result that obtained well so her answer not correct.…”

Section: B Error Analysis S3 Number Twomentioning

confidence: 99%

“…Students who having trouble also make mistakes at a certain step. The majority of learning that is carried out during online learning is more teacher-centered learning [4].…”

Section: Introductionmentioning

confidence: 99%

“…: "what was known and asked from the question number 2?" S2 : "Radit's house is located at a position (3,4) According to answers and interviews of S2 above, it can be known if S2 actually know the point what was asked from question number 2. S2 didn't write it on the paper because he went to finish the question quickly.…”

mentioning

confidence: 99%

“…S2 is not able to do the question well. It can be seen in the interview script that S2 just make cartesian coordinates and move radit's point toward the crossroad (3,4), as far to the left 4 and up 1 step appropriate with Fira's coordinate toward Radit's house (-4, 1). The student used this strategy because he thinks his strategy was correct.…”

mentioning

confidence: 99%

“…S3 : "Fira's house is located at position (-4, 1). Radit's house is located at (3,4) From the results and interviews with S3 above, it is known if student not write what was known and asked with quibble to quickly solve the problem. S3 is not able to answer correctly.…”

mentioning

confidence: 99%

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A Junior High School Students’ Error: Analysis in Mathematical Story of Cartesian Coordinates Using Polya Steps

Maryanto

Faizah

Sugandi

2022

KDMA

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Solving mathematics word problem is an example of problem solving which is helpful to everyday life, but not all students can easily solve it. Most students have difficulty and errors in solving it. Researchers often find in journal information that students struggle to complete a story. In some cases, it is a matter of mathematically shaped stories in the matter of cartesian coordinates. More than a few students are uneasy to solve mathematics word problem. In fact, many students have not known the concept of cartesian coordinates. The purpose of this study is to describe the type of error and the factors that cause students to make a mistake in solving mathematics word problem especially cartesian coordinates with the correct step of understanding the problem, formulating a plan, carrying out a plan, and examining the answer. It is a qualitative study carried out at public junior high school 2 Sukodono. The data of this study consist of data on written tests and interviews with the group A of VIII-A SMPN 2 Sukodono students. The method of data collection of this research is tests and interviews. The method of data analysis in this study id data reduction, test results analysis, display data, and withdrawal or verification. The subject of this study the three students who the most errors. Studies show made that the flaw of subjects 1, subject 2, and subject 3 lie in the understanding of the problem, formulating a plan, carrying out a plan, and examining answer. According to Polya, the three students had problem at the stage of solving mathematics word problem therefore, the three subjects could not continue the work at the next phase of formulalting a plan, carrying out a plan, and examining answer. The cause of the students’ mistakes is that the students did not understand the concept of the matter’s coordinates. Students didm’t understand the problem well, so they didn’t understand the proper problem settlement planning. In short, the results achieved by the student are inadequate.

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Section: B Error Analysis S3 Number Twomentioning

confidence: 99%

“…Students who having trouble also make mistakes at a certain step. The majority of learning that is carried out during online learning is more teacher-centered learning [4].…”

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

A Junior High School Students’ Error: Analysis in Mathematical Story of Cartesian Coordinates Using Polya Steps

Maryanto

Faizah

Sugandi

2022

KDMA

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Analisis Kemampuan Komunikasi Matematis Siswa SMP Melalui Pembelajaran Matematika Realistik Berbasis Etnomatematika Candi Tikus

Sugandi,

Prayogo,

Faizah

2023

JP2M (J. Pendidik. Pembelajaran Mat.)

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Learning mathematics with a daily life orientation creates a real and optimal learning experience for students, especially in the cultural sphere, which also supports students' mathematical communication skills. This research aims to analyze the mathematical communication skills of junior high school students through ethnomathematics-based Realistic Mathematics Learning, especially at Tikus Temple, Mojokerto Regency. This research is descriptive quantitative research with an ethnographic approach. The subjects used were one class of SMP 48 Surabaya students. Quantitative data was obtained based on students' post-test results. The research results showed that the students' mathematical communication ability test data was normally distributed with a significance value based on the Kolomogorov-Smirnov test of 1,116. Twenty students achieved completion of KKM 65. The results of the One-Sample Statistics test show that the average student calculated value is 72,16 with a standard deviation of 14,593 and a standard error of 2,664. The One-Sample Test results also show a sig. (2-tailed) value of 0,012, meaning that the average value of students' mathematical communication test results is more than or not equal to 70. The minimum completion proportion test results show that the value of tcount ttable so that students' average mathematical communication ability is not equal to 65 and more than 70%.

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Analysis of Climber Students' Mathematics Communication Skills in Solving Algebraic Problems

Prayogo

Faizah

Hadi

2023

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This study aims to describe students' mathematical communication skills in the climber category. Subjects in this study were selected based on the results of the ARP test. The techniques used in this study were tests and interviews with climber students who were selected from class VII junior high school students. For data analysis, the Miles and Huberman method was used. The results of this study are climber students are able to fulfill all the established mathematical communication indicators. Climber students are able to express real objects, situations and everyday events in the form of mathematical models (in the form of pictures, tables, diagrams, graphs, algebraic expressions), explain ideas and mathematical models (in the form of pictures, tables, diagrams, graphs, expressions algebra) into spoken or written language, Explain and create mathematical questions being studied, Listen, discuss, and write about mathematics, and Make conjectures, construct arguments, formulate definitions and generalizations.

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Analisis Kemampuan Komunikasi Matematis Tulis Siswa SMP Pada Soal Cerita Bentuk Aljabar Dalam Pembelajaran Daring

Cited by 3 publications

References 0 publications

A Junior High School Students’ Error: Analysis in Mathematical Story of Cartesian Coordinates Using Polya Steps

A Junior High School Students’ Error: Analysis in Mathematical Story of Cartesian Coordinates Using Polya Steps

Analisis Kemampuan Komunikasi Matematis Siswa SMP Melalui Pembelajaran Matematika Realistik Berbasis Etnomatematika Candi Tikus

Analysis of Climber Students' Mathematics Communication Skills in Solving Algebraic Problems

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