Exploring of Multi Mathematical Representation Capability in Problem Solving on Senior High School Students

Abstract

The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic – verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students' understanding of the material. Keywords: multiple representations, problem solving, two-variable linear equation system.

Multiple Representations’ Ability in Solving Word Problem

“…Comprehension related to mathematical concepts also influences the use of various representations. As stated by [20] that the ability to understand concepts and the relationship between mathematical concepts is found to be a necessary condition for achieving the ability of multi-mathematical representation. Therefore, it is recommended that teachers use different types of representations, such as verbal, tables and pictures, to improve students' comprehension of the material.…”

“…The results of the research by [20] state that students have a tendency to use symbolic representation rather than other types of representation in solving the problem of two-variable linear equations. When students use verbal representations, they tend to have difficulty in composing words, while in representations of images or tables students cannot solve problems correctly.…”

Analisis Kemampuan Representasi Matematis Siswa Saat Pembelajaran Dalam Jaringan Di Masa Pandemi Covid-19

“…Beberapa penelitian yang berkaitan dengan representasi matematis menyatakan bahwa sebagian besar siswa masih memiliki kemampuan representasi matematis yang rendah karena mereka kesulitan memahami masalah dan menulis persamaan dengan benar (Nizaruddin, Muhtarom, & Murtianto, 2017;Utami, Mardiyana, & Triyanto, 2019). Padahal, kemampuan representasi matematis merupakan kunci keberhasilan dalam memahami konsep matematika (Rahmad, Ipung, Abdur, Sisworo, & Dwi, 2016) Selain itu, kemampuan representasi yang dimiliki siswa juga akan terus mengalami perkembangan sesuai dengan usia dan jenjang berpikirnya (Syarifuddin, 2019).…”

“…Padahal ketika siswa sering memecahkan masalah non-rutin, maka mereka akan menjadi pemecah masalah yang baik (Minarni et al, 2016 (Fauzan, 2013). Hal ini disebabkan dalam penggunaan representasi verbal, beberapa siswa mengalami kesulitan saat menyusun kata dan semua siswa mengalami kesulitan dalam proses penerjemahan dari representasi simbolik dan verbal ke jenis representasi yang lain (Nizaruddin et al, 2017). Sehingga, strategi yang sudah dijelaskan tersebut akan menuntun dan memudahkan siswa dalam menyusun semua informasi yang diperlukan secara.…”

Pengetahuan Pedagogi Mahasiswa Calon Guru dalam Perencanaan Pengajaran Matematika dan Hubungannya dengan Keyakinan

“…Representasi simbol dipilih dengan menggunakan simbol x dan y karena masih banyak siswa yang menggunakan representasi simbol dalam penyelesaian masalah. Fakta bahwa siswa seringkali menggunakan representasi simbolik terkait prosedur penyelesaian masalah matematika, tidak terkecuali pada materi sistem persamaan linier dua variabel dipengaruhi oleh kebiasaan guru dikelas (Nizaruddin, Muhtarom, & Murtianto, 2017;Muhtarom, Juniati, & Siswono, 2019 Kilic (2011); Kwong et al (2007) yang menyatakan bahwa kemampuan guru untuk memilih representasi dan mengevaluasi kelebihan dan kekurangan representasi yang digunakan untuk mengajarkan konten matematika sesuai dengan kebutuhan siswa.…”