Analisis Peningkatan Kemampuan Representasi Matematis Siswa SMA Ditinjau dari Perbedaan Gender

Abstract

Mathematical representation is one of the mathematical higher order thinking skills, as a tool or way of thinking in communicating mathematical ideas. Referring to a research about the inconsistency of a mathematical communication profile involving gender differences and the phenomenon of more female students than men right now, there appears to be an allegation that there is a connection between gender differences and students mathematical representation. The purpose of this study is to analyze the improvement of students' mathematical representation capability in terms of gender differences. Subjects in this research were students of class X of High School in Medan, Indonesia, consisting of 13 men and 19 women. The research instrument is a mathematical representation test consisting of 4 questions. Data analysis to find out how the category of improvement of students’ mathematical representation, using index of N-gain. The results of the research are: (1) the improvement of mathematical representation ability in the lower and middle categories of male students is higher than female students, (2) there is no male students have high category mathematical representation, but there are female students have high category mathematical representation abilities, and (3) the ability of representation to make mathematical models and explain the verbal language of male students is higher than female students. While the representational ability of making tables and drawing female students is higher than male students. The implication of the research is needs to do deeper research to see the relationship of mathematical representation ability with the students' mathematical ability profile.

Analyzing the Ability of Mathematics Students as Prospective Mathematics Teachers on Multiple Mathematical Representation

“…The problem-solving ability of students of mathematics education study program that was studied previously indicated low ability, especially in geometry problems, where students had difficulty compiling symbolic mathematical models of geometric problems that were presented verbally [3]. The results of this study are in line with Dewi et al [23] that the representation ability of students is low due to the ability to compose a mathematical model (symbolic) and present it in the form of words (verbal). Luo's research [24] also found something similar to this study, namely that a significant percentage of prospective mathematics teachers could not understand the problem of multiplying fractions by being given a symbolic representation.…”

Kemampuan Representasi Matematis Siswa Dalam Menyelesaikan Soal Programme for International Student Assessment Ditinjau Dari Gaya Kognitif Reflektif-Impulsif

“…Kemampuan repesentasi matematis dapat memfasilitasi siswa untuk mengemukakan ide-ide matematika dari suatu masalah kedalam berbagai macam cara yang telah diketahuinya (Dewi et al, 2017). Ide atau gagasan matematis dapat diungkapkan dalam bentuk gambar atau objek nyata, grafik, diagram, atau simbol-simbol matematika (Ulya & Rahayu, 2020).…”

Penguasaan Konsep Mahasiswa pada Materi Fotosintesis : Korelasinya dengan Kemampuan Representasi pada Vertical Translations across Level

“…Selanjutnya dijelaskan bahwa, multi representasi dapat mendukung konstruksi pemahaman konsep yang lebih mendalam ketika peserta didik menghubungkan representasi tersebut untuk mengidentifikasi fitur dan domain yang digunakan. Representasi digunakan untuk menggambarkan konsep ilmiah (interpretasi); menghasilkan representasi (konstruksi); mengidentifikasi, menjelaskan, dan menganalisis fitur representasi; menghubungkan berbagai representasi dan menjelaskan hubungan di antara mereka (Dewi et al, 2017). Representasi berisi interpretasi dan penjelasan mengenai ide atau konsep ilmiah dengan menggunakan mode seperti analogi, pernyataan verbal, teks tertulis, diagram, grafik, dan simulasi (Eilam & Reiter, 2014).…”