Analysis Mathematical Communication Skills Students In The Matter Algebra Based Nctm

Paridjo, Paridjo; Waluya, St. Budi

doi:10.9790/5728-1301056066

Cited by 21 publications

(17 citation statements)

References 1 publication

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“…Although mathematical achievement is important, but it needs to improve other students' abilities nowadays was compulsory Mathematical learning process should continue to improve others' abilities such as problem-solving skills, communication skills, critical thinking skills, and creative thinking skills (Sanders, 2016;Umam, 2018). Paridjo & Waluya ( 2017) said that mathematical communication skill is vital in learning mathematics. Students should be able to communicate their ideas to others.…”

Section: Introductionmentioning

confidence: 99%

the Effect of Problem-Posing and Think-Pair-Share Learning Models on Students’ Mathematical Problem-Solving Skills and Mathematical Communication Skills

Rohim

Umam

2019

J. Edu. Teach. Learn.

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The main purpose of this study was to compare and examine the effectiveness of problem-posing and think-pair-share cooperatives' learning models on mathematical problem-solving skills and mathematical communication skills. This study was experimental research with a quasi-experimental design. The samples of the study were 41 students for classroom experiments and 40 students for classroom control. The instruments employed in this study were pre-test and post-test. The instruments were made in essay forms which design to measure students’ mathematical problem-solving skills. The result of the study showed that problem-posing and think-pair-share are very effective to improve students’ mathematical achievements. However, between the problem-posing and think-pair-share, the think-pair-share is more effective than problem-posing, view from the standards of mathematical problem-solving skills and mathematical communication skills of Junior High School students.

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Section: Introductionmentioning

confidence: 99%

the Effect of Problem-Posing and Think-Pair-Share Learning Models on Students’ Mathematical Problem-Solving Skills and Mathematical Communication Skills

Rohim

Umam

2019

J. Edu. Teach. Learn.

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“…Penelitian ini merupakan penelitian kualitatif deskriptif, penelitian ini dilaksanakan di SMAN 11 Semarang pada semester ganjil tahun ajaran 2019/2020. Subjek dalam penelitian disesuaikan dengan karakteristik yang diharapkan oleh peneliti yaitu diambil dari cluster kelas XI yang terpilih, kemudian dari kelas yang terpilih berjumlah 33 siswa diberikan tes matematika untuk mengukur kemampuan komunikasi matematis, tes berupa soal uraian berjumlah 4 nomor yang diambil dari jurnal Paridjo & Waluyo (2017) x = skor kemampuan komunikasi matematis masing masing siswa Mean = rata-rata skor kemampuan komunikasi matematis siswa SD = standar deviasi skor kemampuan komunikasi matematis siswa Dari hasil tes yang sudah dikategorikan tersebut kemudian diperoleh subjek penelitian yang terdiri dari 3 siswa yaitu, 1 siswa berkemampuan komunikasi matematis rendah, 1 siswa berkemampuan komunikasi matematis sedang dan 1 siswa berkemampuan komunikasi matematis tinggi.…”

Section: Metode Penelitianunclassified

Kemampuan Pemahaman Konsep Matematis Siswa dalam Memecahkan Masalah Kontekstual Ditinjau dari Komunikasi Matematis Siswa

2020

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Penelitian ini merupakan Penelitian kualitatif yang bertujuanmendeskripsikan kemampuan pemahaman konsep matematis siswa dalam memecahkan masalah kontekstual ditinjau dari komunikasi matematis siswa pada materi program linear. Subjek penelitian adalah siswa kelas XI SMA di Semarang. Analisis data dilakukan dengan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Validitas data menggunakan teknik triangulasi waktu dan triangulasi teknik. Hasil penelitian adalah: (1) siswa dengan kemampuan komunikasi matematis tinggi cenderung memiliki 4 indikator pemahaman konsep matematis, satu indikator yang tidak terpenuhi yaitu pada indikator memberi contoh dan bukan contoh. (2) siswa dengan kemampuan komunikasi matematis sedang cenderung tidak memiliki 3 indikator kemampuan pemahaman konsep matematis, subjek hanya mampu mengklasifikasi objek berdasarkan sifat-sifat tertentu sesuai konsepnya dan menyatakan ulang konsep yang telah dipelajari. (3) Siswa dengan kemampuan komunikasi matematis rendah cenderung tidak memiliki 3 indikator pemahaman konsep matematis, subjek hanya mampu dalam mengklasifikasi objek berdasarkan sifat-sifat tertentu sesuai konsepnya dan menyajikan konsep dalam berbagai macam representasi matematika.

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“…Mathematical communication must be a concern that focuses on learning mathematics, because through communication students are able to organize their mathematical thinking (Lanani, 2013). The important role of communication in mathematics learning, because through mathematical communication students are able to explain, express, and listen which can lead students to deeper insights into mathematics (Waluya, 2017).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Mathematical Communication Capabilities in Completing Problems in Matrix Materials Based on Solo Taxonomy

Setyowati

Cholily

Azmi

2020

MEJ

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The purpose of this study is to describe the mathematical communication skills based on SOLO Taxonomy in students of class XI of Mathematics and Natural Sciences Muhammadiyah 3 Batu in solving problems on matrix material. This type of research is descriptive qualitative, where the subject is 17 students of class XI MIPA. The method of collecting research data uses test instruments. Based on the results of data analysis, it can be concluded thatas many as 4 students with very good mathematical communication skills criteria, 6 students with good mathematical communication skills criteria, 7 students with sufficient mathematical communication ability criteria and students. Whereas for students with written mathematical communication skills criteria lacking none. Students are in very good criteria, able to solve Unistructural - Relational level problems in SOLO Taxonomy. Meanwhile, students with good written mathematical communication skills are able to solve Unistructural level questions and Multistructural levels in SOLO Taxonomy. Then students with written mathematical communication ability criteria are quite capable of solving Unistructural level problems in SOLO Taxonomy.The average of written mathematical communication skills is in good criteria with the average value of written mathematical communication skills, namely 61.95, so that the average student is able to solve problems at a level Unistructural - Multistructural on SOLO Taxonomy.

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Analysis Mathematical Communication Skills Students In The Matter Algebra Based Nctm

Cited by 21 publications

References 1 publication

the Effect of Problem-Posing and Think-Pair-Share Learning Models on Students’ Mathematical Problem-Solving Skills and Mathematical Communication Skills

the Effect of Problem-Posing and Think-Pair-Share Learning Models on Students’ Mathematical Problem-Solving Skills and Mathematical Communication Skills

Kemampuan Pemahaman Konsep Matematis Siswa dalam Memecahkan Masalah Kontekstual Ditinjau dari Komunikasi Matematis Siswa

Analysis of Mathematical Communication Capabilities in Completing Problems in Matrix Materials Based on Solo Taxonomy

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