Analisis Kemampuan Representasi Matematis Siswa SMP pada Materi Statistika

Some of the reasons for the need for representational skills are to build concepts and think mathematically, as well as to have good conceptual understanding skills that can be used in problem-solving. This research is a quasi-experimental study that aims to analyze the differences in mathematical representation abilities between students who receive Contextual Teaching and Learning and Discovery Learning. The population in this study were all eighth-grade students of SMP Negeri 2 Garut. The sampling technique used was purposive sampling with a sample of two classes. It was concluded that there were differences in students' mathematical representation abilities between those who received the Contextual Teaching and Learning learning model and the Discovery Learning learning model, and the quality of improving the mathematical representation ability of students who received the Contextual Teaching and Learning and Discovery Learning learning models with moderate interpretation, and student's attitudes towards the learning model. Contextual Teaching and Learning and Discovery Learning have sufficient interpretation.

Section: Pendahuluanunclassified

Kemampuan Representasi Matematis Siswa antara yang Mendapatkan Pembelajaran Contextual Teaching and Learning dan Discovery Learning

Salma¹,

Sumartini²

2022

“…Salah satu tujuan pendidikan matematika di sekolah yaitu agar siswa dapat mengomunikasikan gagasan dengan simbol, tabel, diagram atau media lain untuk memperjelas keadaan atau masalah (Silviani, Mardiani, & Sofyan, 2021;Haki & Sundayana, 2022). Kenyataannya hal yang terjadi dalam pembelajaran matematika, kebanyakan siswa masih bingung memahami dan mengkomunikasikan data yang ada pada soal, sehingga akan mengalami kesulitan dalam menyatakannya kebentuk matematis, selain itu siswa juga masih kurang dalam kemandirian belajarnya.…”

Section: Pendahuluanunclassified

Kemampuan Komunikasi dan Kemandirian Belajar Siswa Melalui Problem Based Learning dan Discovery Learning

Kanah

Mardiani

2022

Self Cite

One effort to improve students' mathematical communication skills and student learning independence is to innovate the use of the learning model. The purpose of this study is to analyze the differences in the improvement of communication skills and learning independence of students who are taught Problem Based Learning and Discovery Learning. This research was conducted in Senior High School 6 Garut, this research employed Quasi Experiment Design by using two classes as samples namely class X MIPA 7 as an experimental class 1 using the Problem Based Learning model while X MIPA 2 as an experimental class 2 using Discovery Learning model. Students who are taught Problem Based Learning and Discovery Learning have increased mathematical communication skills in the high and medium categories. The learning independence of students who get the Problem Based Learning and Discovery Learning model is generally low and moderate.

“…Namun, fakta lapangan memperlihatkan bahwa kemampuan representasi matematis masih rendah (Silviani, Mardiani, & Sofyan, 2021). Suningsih & Istiani (2021) menyatakan bahwa rendahnya hasil ulangan harian siswa disebabkan oleh rendahnya keterampilan representasi matematis siswa.…”

Section: Pendahuluanunclassified

Kemampuan Representasi Matematis Siswa SMP Berdasarkan Self-Efficacy Siswa

Azkiah¹,

Sundayana²

2022

The ability to mathematical representation is important for students to have. This study aims to describe the mathematical representation ability of junior high school students based on self-efficacy on the dimensions of generality, level, and strength. This study uses a descriptive qualitative approach with the subject of three seventh-grade students in Cibunar Village. Data were collected through observation, tests, and interviews. The data were analyzed in the stages of data reduction, data presentation, and concluding. The results showed that the mathematical representation ability of students who met the three dimensions of self-efficacy had not been able to meet the indicators of making mathematical models of the problems given and presenting data or information representations to diagrams, graphs, or table representations. Two students who meet the two dimensions of self-efficacy are both only able to achieve one indicator of mathematical representation ability, namely using diagrams as a solution facility. This shows that self-efficacy affects the ability of mathematical representation.