scholarly journals The Analysis of Mathematical Communication's Ability in Derivative Materials Observed from Introvert and Extrovert Personality Types

2020 ◽  
Vol 2 (2) ◽  
pp. 66-82
Author(s):  
Salisa Rojiatur Rohmah ◽  
Hanif Uli Rona
Keyword(s):  
Communication Skills ◽  
Natural Science ◽  
Personality Type ◽  
Descriptive Study ◽  
Personality Types ◽  
Mathematical Communication ◽  
Mathematical Symbols ◽  
Daily Events ◽  
Qualitative Descriptive ◽  
Mathematical Relations

The purpose of this study is to determine mathematical communication skills that assessed from introvert and extrovert personality types, to determine the strengths and weaknesses of each personality type. This research is a qualitative descriptive study. The class subjects are students of SMA Kartika III-1 Banyubiru, grade XI MIPA 2 (Mathematics and Natural Science). The subjects of the research are 2 introvert and 2 extrovert personality types' students. The procedures of collecting data are written tests, interviews, questionnaires and documentation. The results of this study show that mathematical communication skills in terms of introvert personality type are able to meet 1 indicator. That is the ability to explain ideas, situations and mathematical relations in writing. In contrast, the extrovert personality type meets 2 indicators of mathematical communication skills. There is the ability to express daily events in language or mathematical symbols and the ability to read mathematical symbols. The strengths of introvert personality type are able to explain ideas verbally and in writing. Then the weaknesses are difficult to understand the problem of mathematical images and symbols. In contrast to the introvert, extrovert personality's strengths are able to understand mathematical symbols, and then its weaknesses are hard to understand mathematics questions.

scholarly journals Analisis Koneksi Matematika Ditinjau dari Tipe Kepribadian Sanguinis, Koleris, Melankolis, dan Plegmatis

2020 ◽  
Vol 10 (1) ◽  
pp. 71-88
Author(s):  
Dewi Anggreini ◽  
Eko Priyojadmiko ◽  
Dwi Setiana
Keyword(s):  
Case Study Research ◽  
Personality Type ◽  
Descriptive Study ◽  
Personality Types ◽  
Personality Differences ◽  
Mathematical Connections ◽  
Qualitative Descriptive ◽  
Basic Ability ◽  
Mathematical Connection

Mathematics is a subject that has the concept of interrelation between one material with another. Understanding the interrelated material required the existence of a basic ability that is the ability to connect mathematics. The obstacle experienced by students is that when given a problem and the solution is related to the previous material, students are unable to remember the material that is the key to solving the problem. The inability of students is due to lack of memory of previous material and students pay less attention when the teacher is explaining in class. Personality differences make students have different mathematical connection abilities. The purpose of this study is to describe the ability of students' mathematical connections in terms of sanguinis, koleris, melancholy, and plegmatic personality types. This type of research is a qualitative descriptive study in the form of case study research. Methods of data collection used personality type questionnaires, math connection test questions, and interviews. The results showed that the sanguinis and plegmatic personality types were able to meet all the connection indicators. Koleris personality type is able to fulfill 4 indicators. Melancholy personality types produce different connection capabilities, namely the ability of connections that meet 4 indicators and 1 indicator. This research can provide benefits for students to improve their mathematical connections and understand their personality types. Students who understand their personality types can minimize negative traits that inhibit mathematical connections.

scholarly journals HUBUNGAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN RESILIENSI MATEMATIS SISWA SEKOLAH MENENGAH ATAS

2021 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Vika Rosa ◽  
Halini Halini ◽  
Hamdani Hamdani
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Mathematical Expression ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Pearson Product Moment Correlation ◽  
Mathematical Symbols ◽  
Daily Events ◽  
The Relationship ◽  
Mathematical Resilience

This research aimed to describe mathematical communication skills, mathematical resilience, and the relationship between mathematical communication skills and mathematical resilience. This research used a quantitative approach with a correlation research design. The population in this study were students of grade XI SMA Negeri 2 Teluk Keramat and the sample was students of grade XI MIPA 2.The results showed that the mathematical communication skills students tend to have is the ability to express mathematical concepts by stating daily events in language or mathematical symbols (mathematical expression ability) which were able to be achieved by the students as much as 62%. Whereas for mathematical resilience that students tend to have is to have curiosity, reflect, research, and make use of various sources in mathematics learning, which contributed 38.7% and were able to be achieved by 16 students (76%). Furthermore, based on the results of the Pearson Product Moment correlation test, a significance value of 0.021 and a correlation value of 0.500 was obtained. So it can be concluded that there is a significant relationship between mathematical communication skills, mathematical resilience, and the strength of the correlation between the two variables is classified as moderate. Keywords: Correlation, Mathematical Communication Skills, Mathematical Resilience

scholarly journals MATHEMATICS COMMUNICATION MISTAKES IN SOLVING HOTS PROBLEMS

2021 ◽  
Vol 10 (1) ◽  
pp. 69
Author(s):  
Lelly Nur Rachmawati ◽  
Yus Mochamad Cholily ◽  
Zukhrufurrohmah Zukhrufurrohmah
Keyword(s):  
Communication Skills ◽  
Higher Order Thinking ◽  
Descriptive Study ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Operator Error ◽  
Mathematical Problems ◽  
Qualitative Descriptive ◽  
Communication Errors ◽  
Matrix Subject

Student mistakes in communicating mathematical ideas are still widely practiced. Therefore, it is essential to analyze students' mathematical communication errors in solving mathematical problems so that learning planning can be better. This study aims to describe students' mathematics communication errors in solving the higher-order thinking skill's problems in linear algebra and matrix subject. The type of research is a qualitative descriptive study. They were 155 students as subject research. The data analysis started by collecting students' answers and then grouped them according to mathematics communication skills criteria. Later identified and analyzed the errors made by students of each mathematics communication criteria. The results showed that mathematical communication errors on the indicators of writing mathematical situations were concept errors and principle errors. The declaring idea's mathematical communication error is a concept error, a principle error, and an operation error. Furthermore, mathematical communication errors on the indicator state the results of solving-problem using the language itself is a concept error and operator error.

scholarly journals Analisis Kemampuan Komunikasi Matematis Ditinjau dari Tipe Kepribadian Guardian dan Idealist

2018 ◽  
Vol 1 (3) ◽  
pp. 337-345
Author(s):  
Lekok Melya ◽  
Nanang Supriadi
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Personality Type ◽  
Sampling Technique ◽  
Personality Types ◽  
School Students ◽  
Mathematical Communication ◽  
Communication Ability ◽  
The Subject

The purpose of this study is to describe the mathematical communication skills of high school students in terms of guardian and idealist personality types. Subjects in this study were taken using a purposive random sampling technique of two students from class X senior high school in Bandar Lampung with different personality types, that is one student with guardian personality type and one student with a idealist personality type based on David Keirsey's personality dimensions, with personality type initial guardian (NAP) and initial idealist personality type (DBD). Mathematical communication skills are analyzed based on the following criteria : (1) the ability to write down what is known and asked about the questions; (2) the ability to write answers according to the purpose of the questions; (3) the ability to write down reasons for answering questions; (4) the ability to make mathematical terms and symbols; (5) the ability to make images that are relevant to the questions; (6) the ability to make conclusions in their own language. The results showed that subjects with guardian personality type were only able to master the five criteria of mathematical communication ability. The subject was unable to conclude with his own language. The results showed that subjects with idealist personality type were only able to master the five criteria of mathematical communication ability but the subject does not master the third criterian, the subject is unable to write down the reasons for answering the question.

scholarly journals Profile of Students' Mathematical Communication Skills in Solving Three-variable Linear Equation Systems Problems Assessed from Extroversion and Introversion Types of Personalities

KadikmA ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
Nur Halima
Keyword(s):  
Linear Equation ◽  
Communication Skills ◽  
Equation System ◽  
Personality Types ◽  
Test Question ◽  
Mathematical Communication ◽  
Mathematical Symbols ◽  
Learning Mathematics ◽  
The Difference ◽  
Written Test

One of the goals of learning mathematics is learning to communicate (mathematical communication). Mathematical communication skills are useful in gaining a better understanding of mathematics and a longer memory of learning mathematics. There are differences in communicating ideas, one of which is caused by differences in personality types. The personality types referred to in this study are extrovert and introvert personality types. This type of research is a qualitative descriptive study which aims to describe the profile of the extrovert and introvert students’ mathematical communication skills in solving the Three-Variable Linear Equation System question. This research was conducted in MAN 2 Jember and the research subject were all students of class X IPA 1. The data collection method used questionnaires and tests. The instruments used were personality type questionnaires, written test question, oral test question, and assessment rubrics. Based on the result of the analysis and discussion, it can be concluded that in general extrovert students and introvert students have similiarities and differences in written mathematical communication skills, namely extrovert students and introvert students alike can write down the information known from the questions, the type of methods to be used to solve the question, and use mathematical symbols. The differences is that introvert students can written down the steps for completion and conclusions, but not for extrovert students, this is because extrovert students end a job even though they have not found a solution. In analyzing a job, introvert students tend to take a long time, are more thorough, rushed, and give up easily in completing work. In general, it can be concluded that extrovert and introvert students can explain mathematical models from known information, state the type of methods to be used to solve problems, and used mathematical symbols. The difference is that extrovert students can explain the completion steps but not introvert students, this is because introvert students are hesitant and pessimistic, so they say cannot explain the completion steps even they not tried it.

scholarly journals Profil Komunikasi Matematis Siswa SMP Kelas VIII dalam Menyelesaikan Soal Bangun Ruang Ditinjau dari Tipe Kepribadian David Keirsey

2021 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Fiony Octavia Ciptaningrum ◽  
Sunardi Sunardi ◽  
Erfan Yudianto ◽  
Farid Wadjdi
Keyword(s):  
Personality Type ◽  
Verbal Communication ◽  
Personality Types ◽  
Mathematical Communication ◽  
Symbolic Communication ◽  
Qualitative Descriptive ◽  
Class Viii ◽  
The Guardian ◽  
David Keirsey

This study aims to describe the student’s mathematical communication profile in solving geometry questions based on David Keirsey's personality type. The subjects of this study were 8 students of class VIII F SMPN 11 Jember which consisted of 2 students in each personality types, namely artisan, idealist, guardian, and rational. Students are given a personality type questionnaire, then test questions about the geometries, and followed by interviews. This type of research is called qualitative descriptive. The results of this study indicate that students with the artisan personality type tend to show symbolic communication, then logical communication, and finally verbal communication in solving problems. Students with idealistic personality types tend to show symbolic communication and verbal communication in solving problems. Students with the guardian personality type tend to show logical communication and symbolic communication in solving problems. Students with rational personality types tend to show logical communication, then symbolic communication, and finally verbal communication in solving problems.

scholarly journals Analisis Kualitatif Kemampuan Komunikasi Matematis Siswa Yang Diberi Pembelajaran Matematika Realistik

2018 ◽  
Vol 3 (2) ◽  
pp. 83-95 ◽  
Author(s):  
Marzuki Ahmad ◽  
Dwi Putria Nasution
Keyword(s):  
Qualitative Analysis ◽  
Communication Skills ◽  
Mathematical Communication ◽  
Descriptive Case Study ◽  
Realistic Mathematics ◽  
Interview Guide ◽  
Collection Data ◽  
Qualitative Descriptive

Artikel ini bertujuan untuk mendeskripsikan kualitas kemampuan komunikasi matematis siswa yang diberi pembelajaran dengan pendekatan Pembelajaran Matematika Realistik (PMR) pada materi segi empat pokok bahasan persegi dan persegi panjang. Jenis penelitian adalah studi kasus deskriptif kualitatif. Subjek penelitian ini adalah siswa kelas VII(6) SMP Negeri 15 Medan yang berjumlah 40 orang, kemudian diangkat subjek yang dianalisis secara kualitatif ditinjau dari aspek indikator kemampuan (tinggi, sedang dan rendah), aspek kesalahan dan aspek jawaban kosong. Instrumen penelitian terdiri dari: Tes kemampuan komunikasi matematis dan lembar panduan wawancara. Teknik analisis data meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan komunikasi matematis siswa 22,5% kategori tinggi, 37,5% kategori sedang dan 40% kategori rendah. Selanjutnya melalui analisis kualitatif diperoleh kesimpulan bahwa: 1) Siswa berkemampuan tinggi yaitu mampu dalam berkomunikasi secara matematis dengan baik; 2) Siswa berkemampuan sedang kurang mampu dalam bekomunikasi secara matematis; 3) Siswa berkemampuan rendah tidak mampu berkomunikasi secara matematis; 4) Kesalahan siswa terjadi dalam memahami permasalahan, menggunakan konsep-konsep dan langkah-langkah yang dibutuhkan untuk penyelesaian masalah; 5) Pada jawaban kosong siswa tidak mampu memahami langkah-langkah penyelesaian masalah, siswa kurang mampu dalam menggunakan dan menerapkan operasi hitung, siswa tidak mampu memahami konsep-konsep dalam penyelesaian masalah. Kata kunci: analisis kualitatif; komunikasi matematika; matematika realistik This article aims to describe the quality of mathematical communication skills of students who are given learning with Realistic Mathematics Education (RME) approach on rectangular material, square and rectangular subject matter. This type of research is a qualitative descriptive case study. The subjects of this study were students of class VII(6) of SMP Negeri 15 Medan totaling 40 people, then the subject was analyzed qualitatively from the aspect of capability indicators (high, medium and low), Error aspects and empty answer aspects. The research instrument consisted of mathematical communication skills test and interview guide sheet. Data analysis techniques included data collection, data reduction, data presentation and conclusion drawing. The results showed that students' mathematical communication skills were 22.5% in the high category, 37.5% in the medium category and 40% in the low category. Furthermore, through qualitative analysis, it was concluded that: 1) Students with high abilities are able to communicate mathematically well; 2) Students with average abilities are less capable in communicating mathematically; 3) Low-ability students are not able to communicate mathematically; 4) Student errors occur in understanding problems, using concepts and steps needed to solve problems; 5) In the empty answer students are not able to understand the problem solving steps, students are less able to use and apply the counting operation, students are not able to understand the concepts in solving problems. Keywords: qualitative analysis; mathematical communication; realistic mathematics

scholarly journals ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI BANGUN DATAR

2018 ◽  
Vol 1 (5) ◽  
pp. 873
Author(s):  
Yuli Aulia Saptika ◽  
Fitri Rosdiana ◽  
Ratna Sariningsih
Keyword(s):  
High Schools ◽  
Communication Skills ◽  
Research Method ◽  
Computational Error ◽  
Mathematical Communication ◽  
Ability Test ◽  
Causes Of Errors ◽  
Qualitative Descriptive ◽  
Communication Ability ◽  
Hearts And Minds

Basically every student must master mathematics taught in school because mathematics is a branch of science from various sciences but in fact many students think that mathematics is a complicated lesson that makes them feel dizzy to learn it. In the end their hearts and minds were not open to understanding mathematics when it was explained by the teacher in school so that they had a lot of problems to solve the problem and resulted in incorrect filling in the questions given. The purpose of this study is none other than to analyze students' errors in mathematical communication skills in completing flat-build material. The subjects used were students from one of the high schools in Cihampelas. This research method is qualitative descriptive and the instrument used consists of a mathematical communication ability test. Based on the results of the research, the location of the causes of errors made by students is a concept, procedure and computational error. Factors that cause errors because they do not understand simple concepts, do not know the purpose of the problem, cannot complete mathematical sentences and are not careful in calculating.

scholarly journals Pengembangan LKPD Berbasis Model Pembelajaran AIR Berorientasi Pada Peningkatkan Kemampuan Komunikasi Matematika

2021 ◽  
Vol 3 (2) ◽  
pp. 86-101
Author(s):  
Atika Nur Hidayati ◽  
Alben Ambarita ◽  
Dwi Yulianti
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Test Scores ◽  
Learning Models ◽  
Mathematical Communication ◽  
Class V ◽  
Mathematical Symbols ◽  
Study Results ◽  
Post Test ◽  
Materials Used

From the results of the answers to the test of mathematical communication skills and the deployment of the questionnaire obtained the problem, namely the low capacity of mathematical communication students, the difficulty of students to write the form of mathematical symbols, and the limitations of teaching materials used during learning in class V in elementary school. This study aimed to develop valid worksheets of students (LKPD) on building simple spaces in class V elementary school, knowing the practicality of LKPDs from users, educators and students, and knowing the effectiveness of LKPD on increasing mathematical communication skills. The method of development used in this study referred to the research design of Borg and Gall. Data collection techniques were carried out through documentation, observation, questionnaires, and students' mathematical communication skills tests. The subjects of this study were 25 control class students and 25 experimental class students at SDN 1 Semuli. The study results stated that LKPD products based on the AIR learning model were valid, practical, and effective in improving students' mathematical communication skills. It was proven by material experts, media experts, and language experts validating results with the "Very Valid" category. LKPD based on AIR learning models was practiced to be used by fulfilling the aspects of attractiveness, convenience, and usefulness with the "very practical" category. LKPD-based AIR learning models were effectively used to improve students' mathematical communication skills in the pretest and post-test scores, with the results of the calculation of the experimental class n-gain entry in the category was quite effective

scholarly journals STUDENTS MATHEMATICAL COMMUNICATION SKILLS ON COOPERATIVE LEARNING OF TGT TYPE TO SET MATERIAL

2017 ◽  
Vol 1 (2) ◽  
pp. 49
Author(s):  
Meinar Yuari Salsabil ◽  
Siti Inganah ◽  
Yus Mochamad Cholily
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Set Theory ◽  
Lesson Plan ◽  
Discussion Group ◽  
Learning Material ◽  
Mathematical Communication ◽  
Model Type ◽  
Qualitative Descriptive ◽  
Communication Ability

This study aims to describe students' mathematical communication skillsboth oral and written. The communication ability is observed through theapplication of cooperative learning model type TGT for set theory. Theresearch design was qualitative descriptive. The subjects of the study were 17students of class VII-B. The learning material were lesson plan,discussion group, game group, worksheet, game question, and written test.The research instruments were observation sheet of teacher activity, writtenand oral mathematical communication ability. The results of the study at thefirst meeting showed that the ability of oral mathematical communication hadsufficient category and written had low category. The second meeting of oralmathematical communication skills had sufficient category and written wasbetter than before. Oral mathematical communication improved at the thirdmeeting, while written in the low category. The fourth meeting was increasedin the ability of oral and written mathematical communication, for high oralmathematical communication and written with high category as well. Thestudents' mathematical communication skills from the first to fourthmeetings had increased. The average overall ability of oral and writtenmathematical communication was sufficient

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