Peningkatan Kemampuan Komunikasi Matematis Siswa SMP Dengan Pembelajaran Kooperatif Tipe Teams-Gamestournaments

Asnawati, Sri

doi:10.33603/e.v3i2.332

Cited by 16 publications

(13 citation statements)

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“…Hal ini menjadi sulit teridentifikasi apakah siswa tersebut paham dengan soal yang dimaksud atau belum. Beberapa hasil penelitian tentang komunikasi matematika yang telah dilakukan antara lain penelitian Asnawati (2017) Aspek-aspek dalam kemampuan komunikasi matematis telah dikaji oleh NCTM (2000) dalam Principles and Standards for School Mathematics. Adapun aspek-aspek kemampuan komunikasi matematis menurut NCTM (2000) terdiri dari tiga, yaitu (1) kemampuan menyatakan gagasan-gagasan matematika secara lisan dan tulis , tulisan, serta menggambarkan secara visual,…”

Section: Pendahuluanunclassified

Analisis Kemampuan Komunikasi Matematika Siswa SD dalam Menyelesaikan Masalah Matematika

Utomo

2019

Jurnal Tadris Matematika

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ABSTRAKPenelitian ini bertujuan untuk menganalisis kemampuan komunikasi dalam memecahkan masalah matematika. Penelitian ini adalah penelitian kualitatif. Subjek penelitian adalah siswa SD Islam Quran Al Bahjah Tulungagung. Penentuan subjek menggunakan purposif sampling berdasarkan kemampuan komunikasi dan penyelesaian masalah matematika. Instrumen penelitian ini berupa soal tes pemecahan masalah matematika dan lembar wawancara. Teknik pengumpulan data dilakukan dengan mengumpulkan data dari tes tulis dan wawancara siswa. Hasil penelitian ini adalah 1) tahap memahami masalah, subjek memahami masalah dengan baik dan mampu menyatakan gagasan-gagasan matematika secara lisan dan tulis, mampu menjelaskan representasi matematika yang dibuat; 2) tahap merencanakan strategi penyelesaian soal cerita, subjek dapat menjelaskan rencana penyelesaian soal cerita yang dikerjakan serta mempunyai kemampuan menyatakan gagasan-gagasan matematika secara lisan dan tulis, mampu menjelaskan representasi matematika yang dibuat dan mampu menjelaskan hubungan ide dalam penyelesaian soal; 3) tahap melaksanakan strategi penyelesaian, subjek yakin dengan hasil yang dikerjakan dan dapat menunjukkan bahwa jawabannya itu benar serta mampu menyatakan gagasan matematika secara tulis dan lisan; dan 4) pada tahap memeriksa kembali, subjek melakukan pemeriksaan kembali jawaban yang diperoleh serta mampu menyatakan gagasan-gagasan matematika secara lisan dan tulis. ABSTRACT This study aims to analyze communication skills in solving mathematical problems. This research is qualitative research. The subjects of the research is the Islamic Elementary School students of Quran Al Bahjah Tulungagung. Determination of subjects using purposive sampling based on communication skillsand solving mathematical problems. The instrument of this research is in the form of mathematical problem solving test questions and interview sheets. Data collection techniques are done by collecting data from written tests and student interviews. The results of this study are 1) the stage of understanding the problem, the subject understands the problem well and is able to express mathematical ideas verbally and written, able to explain mathematical representations made; 2) the stage of planning a strategy for solving a story problem, the subject can explain the plan to solve the story problem that is done and have the ability to express mathematical ideas verbally and written, able to explain mathematical representations made and able to explain the relationship of ideas in solving problems; 3) the stage of implementing a settlement strategy, the subject is sure of the results done and can show that the answer is correct and able to express written and oral mathematical ideas; and 4) at the re-examination stage, the subject re-checks the answers obtained and is able to express mathematical ideas verbally and written.

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Section: Pendahuluanunclassified

Analisis Kemampuan Komunikasi Matematika Siswa SD dalam Menyelesaikan Masalah Matematika

Utomo

2019

Jurnal Tadris Matematika

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“…Kemampuan komunikasi matematika merupakan dasar dalam bermatematika agar siswa dapat mengekspresikan ide-ide matematika, seperti simbol, notasi, diagram baik secara lisan maupun tertulis yang membantu siswa lebih mudah memahami masalah dalam matematika (Surya, Syahpurta, & Juniati, 2018). Melalui komunikasi, terdapat proses penyampaian ide atau gagasan secara lisan ataupun tulisan sehingga menciptakan pemahaman (Asnawati, 2017).…”

Section: Pendahuluanunclassified

Model Pembelajaran Kooperatif Dengan Pendekatan Reciprocal Teaching Dan Contextual Teaching and Learning Terhadap Kemampuan Komunikasi Matematika Siswa

Gunur¹,

Dangus²,

Jelatu³

2019

mapan

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Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran kooperatif dengan pendekatan reciprocal teaching dan model pembelajaran kooperatif dengan pendekatan contextual teaching and learning serta membandingkan keefektifan dari kedua model pembelajaran terhadap kemampuan komunikasi matematika siswa kelas X SMK Santo Aloisius Ruteng. Penelitian ini merupakan penelitian eksperimen semu dengan desain penelitian pretest-posttest only control group design. Pengambilan sampel menggunakan teknik random sampling, dengan terlebih dahulu dilakukan uji kesetaraan kelas. Data dikumpulkan dengan menggunakan teknik tes yang berbentuk uraian. Data dianalisis dengan menggunakan uji t. Berdasarkan hasil analisis data diperoleh: (1) model pembelajaran kooperatif dengan pendekatan reciprocal teaching efektif terhadap kemampuan komunikasi matematika siswa; (2) model pembelajaran kooperatif dengan pendekatan contextual teaching and learning efektif terhadap kemampuan komunikasi matematika siswa; dan (3) model pembelajaran kooperatif dengan pendekatan reciprocal teaching lebih efektif dibandingkan model pembelajaran kooperatif dengan pendekatan contextual teaching and learning terhadap kemampuan komunikasi matematika siswa. Hasil penelitian ini diharapkan menjadi masukan bagi guru untuk terus melakukan inovasi pembelajaran dalam menunjang pencapaian hasil belajar siswa. Beberapa metode yang dapat digunakan adalah reciprocal teaching dan contextual teaching and learning.

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“…Mathematical communication ability become one of the requirements that play an important role because it helps in the process of composing the mind, connecting ideas with one another so that they can fill in the things that are lacking in the entire network of ideas of students. Mathematical communication ability are very important to be considered and owned by students (Asnawati, 2016;Bernard, 2015;Chotimah, 2015;Elida, 2012;Fadhillah & Sumarna, 2017;Gardenia, 2016;Haji & Abdullah, 2016;Hendriana & Kadarisma, 2019;Nuriadin, 2015;Rahmi, Nadia, Hasibah, & Hidayat, 2017;Rosita, 2008;Umar, 2012;Yuliani, 2015). This is because through mathematical communication students can organize and consolidate mathematical thinking both verbally and in writing, besides that the renegotiation of responses between students will occur in the learning process (Chotimah, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…This is because through mathematical communication students can organize and consolidate mathematical thinking both verbally and in writing, besides that the renegotiation of responses between students will occur in the learning process (Chotimah, 2015). Mathematical communication ability are the ability to communicate ideas that are created through mastery that students have through activities: (1) connecting real objects, images, and diagrams into mathematical ideas; (2) explain ideas, situations and mathematical relations verbally or in writing with real objects, images, graphics and algebra; (3) expressing daily events in language or mathematical symbols (Alamiah & Afriansyah, 2017;Asnawati, 2016;Elida, 2012).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Mathematical Communication Ability and Self Regulated Learning Mathematics Student’s of Class Ix SMP Negeri 2 Cilamaya Kulon

Fadhillah¹,

Hernawati

2019

J. of Innovative Math. Learn.

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This study aims to determine mathematical communication ability and self-regulated learning mathematics of IX grade students of SMP Negeri 2 Cilamaya Kulon Karawang on circle material and circle tangents. This research is a qualitative descriptive study, where the object of research is class IX students as many as 35 students. This research was conducted on November 20, 2018. The research technique was in the form of a test of 6 items test questions of mathematical and non-test communication ability in the form of a questionnaire with 40 items of self regulated learning mathematical statements and interviews. The results of this study are mathematical communication ability of students classified as moderate with a reliability coefficient of 0.9793 (very high category), having a mean difficulty index of 0.539 (medium category), and a mean differentiation of 0.485 (good category). Student constraints when working on mathematical communication problems on circle material and tangent circle are students who are less able to analyze the core of the problem, students do not understand the form of non-routine questions (mathematical communication), students are confused in determining completion strategies, students cannot visualization, students do not know the terms in mathematics, as well as procedural errors in progress. While for self regulated mathematics students have a good category.

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Peningkatan Kemampuan Komunikasi Matematis Siswa SMP Dengan Pembelajaran Kooperatif Tipe Teams-Gamestournaments

Cited by 16 publications

References 0 publications

Analisis Kemampuan Komunikasi Matematika Siswa SD dalam Menyelesaikan Masalah Matematika

Analisis Kemampuan Komunikasi Matematika Siswa SD dalam Menyelesaikan Masalah Matematika

Model Pembelajaran Kooperatif Dengan Pendekatan Reciprocal Teaching Dan Contextual Teaching and Learning Terhadap Kemampuan Komunikasi Matematika Siswa

Analysis of Mathematical Communication Ability and Self Regulated Learning Mathematics Student’s of Class Ix SMP Negeri 2 Cilamaya Kulon

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