Komunikasi Matematis Siswa Bergaya Belajar Teoritis dalam Menyelesaikan Soal Kesebangunan

Indah Rachmawati, Santi Irawati, I Nengah Parta

Abstract


Abstract: The purpose of this research is to describe the mathematical communication of theoritist student in SMP Negeri 5 Malang in solving similarity problem. Subject of this research is one theoritist students. The indicators of mathematical communication that used in this research are adapted from the NCTM indicator then combined to the four Polya's steps. The results of this research show that the subject’s mathematical communication structure tends to be complete. Furthermore,  the diagram created by the subject is proportional and completed by the length, unit, and label. Then, the words used by the subject in writing the reason of similarity tend to be ambiguous. In addition, the subject has used mathematical symbols formally but there are still some errors.

 Abstrak: Tujuan penelitian ini adalah mendeskripsikan komunikasi matematis siswa teoritis SMP Negeri 5 Malang dalam menyelesaikan soal kesebangunan. Subjek penelitian ini adalah satu siswa bergaya belajar teoritis. Indikator komunikasi matematis yang digunakan pada penelitian ini diadaptasi dari indikator NCTM kemudian dikombinasikan dengan empat tahapan penyelesaian masalah Polya. Hasil penelitian menunjukkan bahwa struktur komunikasi matematis subjek cenderung lengkap. Gambar yang dibuat oleh subjek proporsional yang dilengkapi dengan panjang, satuan, dan label. Namun, kata-kata yang digunakan oleh subjek dalam menuliskan alasan kesebangunan cenderung ambigu. Selain itu, subjek telah menggunakan simbol matematika secara formal, namun masih terdapat beberapa kesalahan.


Keywords


mathematical communication; congruence; learning style; geometry; komunikasi matematis; kesebangunan; gaya belajar; geometri

Full Text:

PDF

References


Adams, T. (2003). More Than Words Can Say. Currents, 56(8), pp. 768–795. Available at: http://eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ562833.

Aljaberi, N. M. (2014). Pre-Service Elementary School Teachers’ Learning Styles and Their Ability to Solve Mathematical Problems according to Polya’s Strategy, 5(30), pp. 150–163.

As’ari, A. R. (2017). Menjawab tantangan Pengembangan 4C’s melalui Pengembangan Kurikulum dan Pembalajaran Matematika’, in Pengembangan 4C’s dalam Pembelajaran Matematika: Sebuah Tantangan dalam Pengembangan Kurikulum Matematika, pp. 1–7.

Back, R.J., Mannila, L., & Wallin, S. (2010). Student Justifications in High School Mathematics’, Cerme 6, (January), pp. 291–300.

Duff, A., & Duffy, T. (2002). Psychometric Properties of Honey & Mumford’s Learning Styles Questionnaire (LSQ)’, Personality and Individual Differences, 33(1), 147–163. doi: 10.1016/S0191-8869(01)00141-6.

Edwards, S. A., Maloy, R. W., & Anderson, G. (2009). Reading Coaching for Math Word Problems’, Reading, pp. 10–13.

Erling, E., Ashmore, K. & Kapur, K. (2016) Reading, Writing, and Modelling Mathematics : Word Problems.

Fuehrer, S., & Holdrege, N. (2009) ‘Writing In Math Class ? Written Communication in the Mathematics Classroom Writing In Math Class ? Written Communication in the’.

Greenes, C., Chang, K. Y., & Ben-Chaim, D. (2007). International Survey of High School Students’ Understanding of Key Concepts of Linearity’, in Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, pp. 273–280.

Hidayanti, D., As’ari, A. R., & Daniel, C. (2016). Analisis Kemampuan Berpikir Kritis Siswa SMP Kelas IX pada Materi Kesebangunan’, in Konferensi Nasional Penelitian Matematika dan Pembelajaran, pp. 276–285.

Martin, C. L. (2015). Writing as a Tool to Demonstrate Mathematical Understanding’, School Science and Mathematics, 115(6), pp. 302–313. doi: 10.1111/ssm.12131.

Masrukan, Susilo, B. E., & Pertiwi, A. (2015). Analysis of Mathematical Communication Ability Through 4K Model Based On 7th Grade’, International Journal of Education and Research, 3(7), pp. 343–352.

Mumford, A., & Honey, P. (1992). Questions and Answers on Learning Styles Questionnaire’, Industrial and Commercial Training, 24(7), p. 00197859210015426. doi: 10.1108/00197859210015426.

Mumme, J., & Shepherd, N. (1990). Communication in Mathematics’, The Arithmetic Teacher, 38(1), 8.

Musser, G. , Burger, W. F., & Peterson, B. E. (2011) Mathematics for Elementary Teacher Ninth Edition.

NCTM. (2000). Principles and Standards for School Mathematics.

Nuraini, Armanto, D., & Sinaga, B. (2013). Perbedaan Kemampuan Komunikasi Matematis dan Metakognisi Siswa Ditinjau dari Gaya Belajar yang Menerapkan Model Pembelajaran CTL dan Konvensional di SMPN 2 Dewantara Kabupaten Aceh Utara, Pendidikan Matematika Paradikma, 6(2), pp. 187–204.

OECD. (2013). PISA 2012 Results: Ready to Learn (Volume III). doi: 10.1787/9789264201170-en.

Ontario. (2005). The Ontario Curriculum Grades 1-8: Mathematics.

Ontario. (2006). Problem Solving and Communication’, in A Guide to Effective Instruction in Mathematics Kindergarten to Grade 6. doi: 10.1017/CBO9781107415324.004.

Polya, G. (1973). How to Solve It’, The Mathematical Gazette, p. 181. doi: 10.2307/3609122.

Prayitno, S., Suwarsono, S., & Siswono, T. Y. E. (2013). Identifikasi Indikator Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Soal Matematika Berjenjang pada Tiap-Tiap Jenjangnya, Himpunan Matematika Indonesia, pp. 384–389. Available at: http://docplayer.info/32531815-Indentifikasi-indikator-kemampuan-komunikasi-matematis-siswa-dalam-menyelesaikan-soal-matematika-berjenjang-pada-tiap-tiap-jenjangnya.html.

Pritchard, A. (2009). Ways of Learning, BMJ : British Medical Journal. doi: 10.1136/bmj.316.7133.0.

Pugalee, D. (2001). Using Communication to Develop Students Math Literacya’, Mathematics Teaching in Middle School, 6(5), pp. 296–299.

Rahayu, S. (2016). Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Cerita tentang Perbandingan, e-DuMath, 1, pp. 1–9.

Roodhardt, A., Abels, M., de Lange, J., Dekker, T., Clarke, B., Clarke, D. M., Spence, M. S., Shew, J. A., Brinker, L. J., & Pligge, M. A. (2006) It ’ s All the Same.

Santos, L., & Semana, S. (2015). Developing Mathematics Written Communication Through Expository Writing Supported By Assessment Strategies’, Educational Studies in Mathematics, 88(1), 65–87. doi: 10.1007/s10649-014-9557-z.

Senk, S., & Usiskin, Z. (1983). Geometry Proof: New View Differences Ability Proof of in Writing : Sex Mathematics’, American Journal of Education, 91(2), 187–201.

Sims, S. J., & Sims, R. R. (1995). Learning and Learning Styles: A Review and Look to the Future’, The Importance of Learning Styles: Understanding The Implications for Learning, Course Design, and Education, pp. 193–210. doi: 10.1309/FXKCEV27UBCFF39W.

Subanji. (2016). Teori Defragmentasi Struktur Berpikir dalam Mengonstruksi Konsep dan Pemecahan Masalah Matematika.

Thornton, C. (1990). Strategies for The Basic Facts, Mathematics for The Young Child, (133–51).

Umeodinka, A. U. & Nnubia, C. (2016). The Mathematics-Language Symbiosis: The Learners’ Benefits, 6(1), 1–19.

Utomo, F., Wardhani, I., & Asrori, M. A. (2015). Deskripsi Komunikasi Matematika Berdasarkan Tingkat Berpikir Teori Van Hiele pada Matakuliah Geometri Ditinjau dari Gaya Belajar Mahasiswa Program Studi Pendidikan Matematika STKIP PGRI Tulungagung.

Veloo, A., Krishnasamy, H. N., & Wan Abdullah, W. S. (2015). Types of Student Errors in Mathematical Symbols, Graphs, and Problem-Solving, Asian Social Science, 11(15), 324–334. doi: 10.5539/ass.v11n15p324.

Wichelt, L., & Keraney, N. (2009). Communication: A Vital Skill of Mathematics’, Science and Mathematicd Education Commons, 7, pp. 1–35.

Wulandari, S., & Ade Mirza, S. S. (2014). Kemampuan Komunikasi Matematis Siswa Ditinjau dari Gaya Belajar pada SMA Negeri 10 Pontianak, 3(9), 1–11.




DOI: http://dx.doi.org/10.17977/jptpp.v3i7.11354

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Indah Rachmawati, Santi Irawati, I Nengah Parta

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License