Analisis Kemampuan Representasi Visual Siswa Pada Materi Pengolahan Data Ditinjau Dari Gaya Belajar Vak

Marifah, Wiwin Nafidatul; Rufiana, Intan Sari; Wahyudi, Wahyudi

doi:10.31932/j-pimat.v2i2.875

Cited by 7 publications

(9 citation statements)

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“…Secara keseluruhan, literatur yang diterbitkan pada tahun 2016 sebanyak 1 artikel, 2017 sebanyak 2, artikel 2019 sebanyak 1 artikel, tahun 2020 sebanyak 5 artikel, 2021 sebanyak 4 artikel dan tahun 2022 sebanyak 2 artikel. (Komala & Afrida, 2020;Klara, Berta , Prihatin & Haryadi, 2021;Natonis et al, 2022;Ramadhana et al, 2022;dan Sinaga et al, 2016), gaya belajar Visual (Marifah et al, 2020;Mubarak et al, 2020;Ramanisa et al, 2020;Sarassanti, 2021 (Marifah et al, 2020), Geometri (Melinda, 2017;dan Ramanisa et al, 2020), Bangun Ruang (Natonis et al, 2022), Barisan dan Deret (Ramadhana et al, 2022), Bangun Datar: Belah Ketupat, Jajar Genjang, Layang-Layang, Dan Trapesium (Sarassanti, 2021), Bangun Datar Segiempat (Setyoningrum, 2017), Statistika (Silviani et al, 2021;dan Yenni & Sukmawati, 2020), Fungsi Kuadrat (Sinaga et al, 2016), dan materi yang tidak spesifik (Mubarak et al, 2020;dan Pratiwi, 2021).…”

Section: Mosharafa: Jurnal Pendidikan Matematikaunclassified

“…Peneliti dan Tahun Gaya Belajar (Idharwati & Utami, 2019) Kognitif Field Independent (Komala & Afrida, 2020) Visual, Auditori, dan Kinestetik (Klara, Berta , Prihatin & Haryadi, 2021) Visual, Auditori, dan Kinestetik (Marifah et al, 2020) Visual (Melinda, 2017) Kognitif Spasial (Mubarak et al, 2020) Visual (Natonis et al, 2022) Visual, Auditori, dan Kinestetik (Pratiwi, 2021) Honey Mumfrod (Aktivis, Reflektor, Theoris, dan Pragmantis) (Ramadhana et al, 2022) Visual, Auditori, dan Kinestetik (Ramanisa et al, 2020) Visual (Sarassanti, 2021) Visual (Setyoningrum, 2017) Kognitif Field dependent dan Field Independent (Silviani et al, 2021) Visual (Sinaga et al, 2016) Visual, Auditori, dan Kinestetik (Yenni & Sukmawati, 2020) Visual…”

Section: Systematic Literature Review…mentioning

confidence: 99%

“…Peneliti dan Tahun Konsep Matematika (Idharwati & Utami, 2019) Bangun Ruang (Komala & Afrida, 2020) Trigonometri (Klara, Berta , Prihatin & Haryadi, 2021) Operasi Hitung Bentuk Aljabar (Marifah et al, 2020) Pengolahan Data (Melinda, 2017) Geometri (Mubarak et al, 2020) - (Natonis et al, 2022) Bangun Ruang (Pratiwi, 2021) - (Ramadhana et al, 2022) Barisan dan Deret (Ramanisa et al, 2020) Bangun Geometri (Sarassanti, 2021) Bangun Datar: Belah Ketupat, Jajar Genjang, Layang-Layang, Dan Trapesium. (Setyoningrum, 2017) Bangun Datar Segiempat (Silviani et al, 2021) Statistika (Sinaga et al, 2016) Fungsi Kuadrat (Yenni & Sukmawati, 2020) Statistika…”

Section: Systematic Literature Review…unclassified

“…National Council of Theachers of Mathematics memaparkan tujuan dari pembelajaran matematika dengan menetapkan enam kemampuan yang perlu untuk dikembangkan dalam pembelajaran matematika, yaitu (1) pemecahan masalah, (2) representasi, (3) komunikasi, (4) koneksi, (5) penalaran dan pembuktian (Marifah et al, 2020). Sedangkan tujuan pembelajaran matematika yang diharapkan oleh Permendikbud Nomor 22 Tahun 2016 yaitu: (1) membuat generalisasi berdasarkan pola, fakta, fenomena, atau data yang ada, (2) memahami konsep dan menerapkan prosedur matematika dalam kehidupan seharihari, (3) melakukan operasi matematika untuk penyederhanaan, dan analisis komponen yang ada, (4) memecahkan masalah dan mengkomunikasikan gagasan melalui simbol, tabel, diagram atau media lain untuk memperjelas keadaan atau masalah, (5) melakukan penalaran mtematis yang meliputi membuat dugaan dan memverifikasinya, dan (6) menumbuhkan sikap positif seperti sikap logis, kritis, cermat, teliti dan tidak mudah menyerah dalam memecahkan masalah (Marifah et al, 2020). Namun, Permendikbud Nomor 22 Tahun 2016 istilah representasi disebutkan sebagai "mengkomunikasikan gagasan melalui simbol, tabel, diagram atau media lain untuk memperjelas keadaan atau masalah" (Marifah et al, 2020).…”

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“…Sedangkan tujuan pembelajaran matematika yang diharapkan oleh Permendikbud Nomor 22 Tahun 2016 yaitu: (1) membuat generalisasi berdasarkan pola, fakta, fenomena, atau data yang ada, (2) memahami konsep dan menerapkan prosedur matematika dalam kehidupan seharihari, (3) melakukan operasi matematika untuk penyederhanaan, dan analisis komponen yang ada, (4) memecahkan masalah dan mengkomunikasikan gagasan melalui simbol, tabel, diagram atau media lain untuk memperjelas keadaan atau masalah, (5) melakukan penalaran mtematis yang meliputi membuat dugaan dan memverifikasinya, dan (6) menumbuhkan sikap positif seperti sikap logis, kritis, cermat, teliti dan tidak mudah menyerah dalam memecahkan masalah (Marifah et al, 2020). Namun, Permendikbud Nomor 22 Tahun 2016 istilah representasi disebutkan sebagai "mengkomunikasikan gagasan melalui simbol, tabel, diagram atau media lain untuk memperjelas keadaan atau masalah" (Marifah et al, 2020). Berdasarkan tujuan tersebut representasi merupakan salah satu aspek penting dalam pembelajaran matematika.…”

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Systematic Literature Review: Analisis Kemampuan Representasi Matematis Siswa Terhadap Gaya Belajar

putri¹,

Handican

Gunawan

2022

GJMEA

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This study aims to conduct a literature review related to the ability of students' mathematical representation of learning styles. The method used in this research is SLR (Systematic Literature Review). Data collection is done by identifying or reviewing all articles that have the same research topic in this study. The articles used in this study were 20 journal articles obtained by the Google Scholar database using the Harzing's Publish or Perish application. The results of this study revealed that the students' mathematical representation ability on learning styles obtained information that found forms of learning styles in the articles collected that focused on learning abilities, learning styles, and their representation. Which in this case only takes on visual, auditory, and kinesthetic learning styles. The results of this study are expected to be beneficial for learning and be used as examples of the use of various mathematical concepts around us.

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Section: Mosharafa: Jurnal Pendidikan Matematikaunclassified

Section: Systematic Literature Review…mentioning

confidence: 99%

Section: Systematic Literature Review…unclassified

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Systematic Literature Review: Analisis Kemampuan Representasi Matematis Siswa Terhadap Gaya Belajar

putri¹,

Handican

Gunawan

2022

GJMEA

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Analysis of mathematical representation ability on pythagoras theorem reviewed from learning style of junior high school students

et al. 2022

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This study aims to determine the mathematical representation ability of class IX students with visual, auditory, and kinesthetic learning styles on the Pythagoras Theorem material at SMPN 1 (public junior high school) Gunungsari Indonesia in the 2021/2022 academic year. This type of research is descriptive with a quantitative approach. The populations in this study were all students of class IX SMPN 1 Gunungsari. The research sampling technique used purposive sampling, and the sample was class IX-H. The instruments used are learning style questionnaires, mathematical representation ability tests, and interview guidelines. The results of this study indicate that the mathematical representation ability of students with visual learning styles is 35.56% in the low category, or students have yet to be able to meet the overall visual, symbolic, and verbal representation indicators. Furthermore, the mathematical representation ability of students with auditory and kinesthetic learning styles is 49.86% and 41.87% in the medium category. Respectively, students have been able to meet the indicators of visual and symbolic representation quite well but have yet to be able to fulfill the visual and symbolic representation and verbal representation indicators.

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Mathematical Representation Ability-Based Mathematical Contextual Problems of Sequences and Progression Material

Sri Wahyuning,

Nida Sri Utami

2024

VoJ

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This research objective is to analyze and explain the student’s capacity for mathematical representation based on mathematical contextual problems of arithmetic and geometric sequences and progression material. Students enrolled in SMA 1 Sukoharjo X.E10 were the subject of this research. The data collection process used interviews, tests, and documentation. This research used a descriptive research approach with a qualitative research type. Based on the findings of this research, students who have visual representation skills in mathematics are more likely to complete challenges that involve visuals, such as diagrams. Typically, mathematically symbolic representation-capable pupils utilize mathematical formulas and symbols to solve problems. Furthermore, students who have the ability to verbally represent mathematics have a tendency to encrypt problem-solving steps into words.

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Analisis Kemampuan Representasi Visual Siswa Pada Materi Pengolahan Data Ditinjau Dari Gaya Belajar Vak

Cited by 7 publications

References 0 publications

Systematic Literature Review: Analisis Kemampuan Representasi Matematis Siswa Terhadap Gaya Belajar

Systematic Literature Review: Analisis Kemampuan Representasi Matematis Siswa Terhadap Gaya Belajar

Analysis of mathematical representation ability on pythagoras theorem reviewed from learning style of junior high school students

Mathematical Representation Ability-Based Mathematical Contextual Problems of Sequences and Progression Material

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