Analisis Kemampuan Komunikasi Matematis Siswa Dalam Pemecahan Masalah Matematika Pada Materi Sistem Persamaan Linear Dua Variabel (Spldv) Ditinjau Dari Gaya Kognitif

Abstract

Abstract:This research aims at describing the students' ability in mathematical communication to solve the material Linear Equation System of Two Variables (SPLDV). This is a descriptive qualitative research. The research subjects are the students of class VIII State Junior High Sechool 16 (SMP Negeri 16) Surakarta. The data were analyzed with data the reduction technique, data presentation, and conclusion. The data were validated with time triangulation. The result shows that: 1) the students' ability in mathematical communication with with Filed Dependent (FD) model could account for the situation, but could not present the problems; could present mathematics entirely, but could not solve the problems, could not get solutions, and could not interpret the solution. The FD students were in 1-2 level (in low-mid category); 2) the Field Independent (FI) students' mathematical communication could account for the situation, could present the problems; could present mathematics entirely and separately , could use concept and strategy, could solve the problems, could get solutions, and could interpret the solution. The FI students were in 3-4 level (in high-very high category). Key words: Field Dependent, Field Independent, mathematical communicationAbstrak: Penelitian ini bertujuan mendeskripsikan kemampuan dan mengetahui kemampuan komunikasi matematis siswa pemecahan masalah materi SPLDV. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas VIII SMP Negeri 16 Surakarta. Analisis data dilakukan dengan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Validitas data menggunakan teknik triangulasi waktu. Hasil penelitian disimpulkan bahwa: (1) Kemampuan komunikasi matematis siswa gaya Field Dependent (FD) mampu menjelaskan situasi, tidak mampu menyajikan permasalahan, mampu merepresentasikan matematika secara utuh, belum mampu memecahkan masalah, tidak mampu mendapatkan solusi, dan tidak mampu menafsirkan solusi. Siswa FD berada pada level 1-2 (kategori rendah-sedang); (2) Kemampuan komunikasi matematis siswa gaya Field Independent (FI) mampu menjelaskan situasi, mampu menyajikan permasalahan, mampu merepresentasi matematika secara utuh dan terpisah, mampu menggunakan konsep dan strategi, mampu

Students’ Mathematical Communication Skills in Solving STEM Problems

“…The strategy of solving a problem used is coherent and systematic [21]. This is based on the fact that students who have good self-confidence can convey mathematical ideas either in writing or orally so that in solving some problems, they can choose the correct method to use [22].…”

Analisis Kemampuan Berpikir Kreatif Matematis Ditinjau Dari Gaya Kognitif Dan Gender

“…Perbedaan kesulitan yang peserta didik alami dalam memproses dan menggunakan informasi yang diterima merupakan salah satu pengaruh dari gaya kognitif. Hal ini dikarenakan gaya kognitif berpengaruh terhadap pemrosesan informasi dalam otak peserta didik sehingga akan terjadi perbedaan penyampaian ideide matematis peserta didik pada masing-masing gaya kognitif (Achir, Usodo, & Retiawan, 2017). Gaya kognitif terdiri dari beberapa jenis, diantaranya adalah reflektif dan impulsif.…”

Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV)

“…Realizing good mathematics learning needs to involve several problems that must be solved (Syafitri et al, 2018). Mathematics is more appropriate by introducing context-based problems (contextual problems) (Achir et al, 2017). In reality, students in Indonesia do not understand and cannot apply mathematical models to existing contextual problems.…”