Profile of Student's Mathematical Representation Translation on the Verbal Problem

Abstract

Translation among forms of representation defines as changing process one form of representation to other representations. Translation activities from one representation (source) to another (target) are very important in expressing mathematical ideas. In translating among representations, students are not only interacting with the basic concepts contained in the information, but also they must be able to connect parts of these basic concepts with different things related to the intended representation. The purpose of this qualitative research is: 1) to analyze the tendency of mathematical representations to be used in solving mathematical problems given in verbal representations, and 2) to analyze the translational structure of the target representations made. The research subjects were 3 rd year students of Mathematics Education at Universitas PGRI Semarang. The research data were taken by means of tests and interviews immediately after solving the math problems given in the form of verbal representations. The results showed that the group students who were solving the verbal questions indicated that they tended to translate from the verbal representations to symbolic representations in presenting definitions and in proof. However, this symbolic representation still contained verbal representations such as in the source problems. The stages of representation in this research followed the translation stages: unpacking the source, preliminary coordination, constructing the target, but left for determinant of equivalence. High-ability group of students in solving the questions tend to translate from verbal representation to symbolic representation. Further, some of them translate verbal to visual representation to increase understanding. The translation stages are unpacking the source, preliminary coordination, constructing symbol representation, constructing visual representation, determining the equivalence of the visual representation to verbal representation, and determining the equivalence of the symbol representation form to verbal representation.

Peran Literasi Numerik Bernuansa Etnomatematika pada Sekolah Berbasis Pesantren di Kota Tangerang

“…Bentuk ondel-ondel yang memiliki volume maka materi yang dapat diambil sebagai media pembelajaran (Setiyadi, Fortuna & Ramadhan, 2022). Penggunaan elemen kebudayaan yang akrab seperti ondel-ondel dalam pembelajaran matematika dapat meningkatkan motivasi dan minat siswa (Dedi, Rochmad & Isnarto, 2021). Pembelajaran lebih menarik dan relevan bagi siswa, karena mereka merasa terhubung dengan budaya mereka sendiri.…”

Pengembangan Instrumen Tes Kemampuan Translasi Representasi Matematis Mahasiswa Pada Materi Program Linear

“…Suatu representasi yang diubah ke representasi lainnya disebut translasi (Adu-Gyamfi et al, 2019;Bossé et al, 2011;Lesh et al, 1987;Monika et al, 2015;Nizaruddin et al, 2020). Translasi merupakan perubahan suatu representasi ke bentuk representasi yang berbeda, sebagai contoh dari representasi visual ke representasi simbolis, sedangkan transformasi merupakan perubahan suatu representasi ke bentuk representasi yang sama, sebagai contoh dari representasi visual ke representasi visual misalnya berupa perubahan unit satuan.…”

“…Kemampuan translasi representasi matematis, yang menjadi konstruk, didefinisikan sebagai kemampuan dalam mengubah suatu representasi sebagai sumber ke representasi lainnya sebagai target (Adu-Gyamfi et al, 2019;Bossé et al, 2011;Duval, 2002;Hidayati et al, 2014;Lesh et al, 1987;Monika et al, 2015;Nizaruddin et al, 2020) dengan representasi baik sumber maupun target berupa representasi visual, verbal, dan simbolis (Panasuk, 2011). Jadi kemampuan translasi representasi matematis (KTRM) dalam penelitian ini diukur menggunakan sembilan indikator dengan representasi visual(V), verbal (R), dan simbolis(M) sebagai representasi sumber dan representasi target, yaitu: translasi VV (dapat juga dibaca dari representasi visual ke representasi visual), VR, VM, RV, RR, RM, MV, MR, dan MM.…”