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 Analisis Penerapan Media Pembelajaran Geogebra dalam Mengembangkan Kemampuan Komunikasi Matematis Siswa Pokok Bahasan Sistem Persamaan Linier Dua Variabel

2021 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Alvias Noviantika Arnanda ◽  
Dafik Dafik ◽  
Ervin Oktavianingtyas ◽  
Harmi Harmi ◽  
Indyah Firmani
Keyword(s):  
Qualitative Research ◽  
Linear Equation ◽  
Communication Skills ◽  
Equation System ◽  
Learning Activity ◽  
Work Process ◽  
Mathematical Communication ◽  
Linear Equation System ◽  
Post Test ◽  
Students Attitudes

Abstract: The objective of this research was to find out students’ learning activity on Linear Equation System of Two Variables subject using Geogebra learning media, to find out if there was an increase in the students’ mathematic communication skills on Linear Equation System of Two Variables subject using Geogebra learning media, and to describe the students’ mathematic communication skills on Linear Equation System of Two Variables subject using Geogebra learning media. This research was conducted at SMP Negeri 1 Ngusikan. Based on the data in the school, the students’ mathematic communication skills was still low, so the use of Geogebra media was expected to increase students’ mathematic communication skills. This research applying qualitative research. The data were collected by tests and interview. To analyzing the students’ mathematic communication skills, the researcher did pre-test and post- test. The result showed that the application of Geogebra learning media can increase the students’ mathematic communication skills on Linear Equation System of Two Variables subject. It proved from the students work process in accordance with the indicators of students’ mathematic communication. Furthermore, the students’ mathematic communication skills will be described by the factors which include the learning process, students’ attitudes and comprehension, also giving question that can measure mathematical communication skills continuously. Keywords: Mathematic communication skills, Geogebra, Linier Equation System of Two Variable

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 Analysis of Mathematical Communication Skills Students for Two Variable Linear Equation Systems Material

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Meli Susanti ◽  
Anisa Nurul Hasinah ◽  
Luvy Sylviana Zanthy
Keyword(s):  
High School Students ◽  
Linear Equation ◽  
Communication Skills ◽  
Junior High School ◽  
Communication Skill ◽  
Equation System ◽  
Research Subjects ◽  
School Students ◽  
Mathematical Communication ◽  
Linear Equation System

The communication skills of eighth grade junior high school students are catergorized as low. The purpose of this study is to analyze and describe aspects of mathematical communication skill, the research subjects consisted of 10 class students in one of the private schools located in Cimahi. The research method with data collection techniques. From the descript test regarding the two variabel linear equation system of 4 question. The results of this study indicated that students mathematical communication skill are categorized as moderate with a percentage of 42.5 % with the percentage of each item, number one 47.5 %, question number two 60 %, and question number four 32.5 %.

GEOGEBRA APPLICATION AS THE DEVELOPMENT OF LINEAR PROGRAM TEACHING MATERIALS IN SMA KABUPATEN BURU

2021 ◽  
Author(s):  
HARZIKO
Keyword(s):  
Communication Skills ◽  
Research Method ◽  
Positive Response ◽  
Mathematics Learning ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Test Instrument ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Better Than

ABSTRACTThis research is motivated by the fact that the ability of mathematical communication in Indonesia is low. The models and approaches used in the learning process are one of the supporting factors for learning mathematics in the classroom. This study aimed to analyze SMA 1 Namlea students' mathematical communication skills with realistic mathematics learning assisted by GeoGebra. The research method used is quasi-experimental. WHO researched SMA Negeri 1 Namlea, Buru Regency. The analysis results show that the test instrument is valid and reliable to be used for pretest and posttest. The results showed that the mathematical communication of students who received realistic mathematics learning assisted by GeoGebra was better than students who received realistic mathematics learning without GeoGebra. The results also showed that there was a positive response from students towards learning realistic mathematics with GeoGebra.KEYWORDS: Realistic Mathematics, GeoGebra & Mathematical Communication

scholarly journals Pengembangan perangkat pembelajaran berbasis masalah berorientasi pada kemampuan komunikasi dan prestasi belajar matematika siswa SMP

2017 ◽  
Vol 4 (1) ◽  
pp. 32
Author(s):  
Fitratul Wulan Fatmasuci
Keyword(s):  
Communication Skills ◽  
Junior High School ◽  
Communication Skill ◽  
Problem Based Learning ◽  
Achievement Test ◽  
Mathematical Communication ◽  
Learning Achievement ◽  
Skill Test ◽  
Learning Mathematics ◽  
Skills Learning

Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran matematika berbasis masalah yang berorientasi pada kemampuan komunikasi dan prestasi belajar matematika yang mempunyai kualitas baik yang terdiri atas rencana pelakanaan pembelajaran (RPP), lembar kerja siswa (LKS), tes kemampuan komunikasi, dan tes prestasi belajar. Penelitian ini adalah penelitian dan pengembangan. Prosedur yang diadaptasi tersebut meliputi tiga tahap yaitu studi pendahuluan, desain produk, dan pengembangan produk. Hasil penelitian menunjukkan bahwa perangkat pembelajaran matematika yang dikembangkan masing-masing memenuhi kriteria valid dengan kategori “baik”. Perangkat pembelajaran yang dikembangkan praktis dengan hasil penilaian kepraktisan oleh guru pada kategori “baik”, kategori “sangat baik” berdasarkan respon siswa dan kategori “sangat baik” berdasarkan hasil observasi keterlaksanaan pembelajaran. Perangkat pembelajaran yang dikembangkan efektif berdasarkan ketuntasan belajar siswa. Persentase siswa yang tuntas pada tes kemampuan komunikasi matematika mencapai 84,38% dan pada tes prestasi belajar mencapai 81,25%.Kata Kunci: perangkat pembelajaran, pembelajaran berbasis masalah, kemampuan komunikasi matematika, prestasi belajar Developing a Problem-Based Learning Instructional Kit Oriented to Junior High School of Mathematical Communication Skills and Learning Achievement AbstractThe research aims to produce a good quality problem-based learning mathematics instructional kit oriented to mathematical communication skills and learning achievement consisting of lesson plans, student worksheets, communication skill test, and learning achievement test. This study was a research and development. The procedure of this model consisted of three steps are define, design and develop. The result shows that the mathematics instructional kit is valid with a “good” category. Learning kit that has been developed was practically shown by results of practicality votes by teachers in category “good”, “very good” category based on student’s responses and “very good” category based on the observation of learning implementation. Learning kit that has been developed was effective based on student’s learning mastery. The percentage of students who achieved the mastery level in communication test is 84.38% and in learning achievement test is 81.25%.Keywords: instructional kits, problem-based learning, mathematical communication skills, learning achievement

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 PENDEKATAN METAKOGNISI SEBAGAI ALTERNATIF PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Euis Anih
Keyword(s):  
Communication Skills ◽  
Positive Attitude ◽  
Mathematics Learning ◽  
Metacognitive Awareness ◽  
Mathematical Communication ◽  
Student Responses ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Learning Data ◽  
Better Than

Learning that challenges students to communicate their ideas will make students try to solve the problems they experience in learning mathematics, but the ability of students to communicate and solve problems is very dependent on their awareness of what they know and how to do this. This is related to their metacognitive awareness. Metacognition is the awareness of our thinking so that we can perform specific tasks, and then use this awareness to control what we do. This research was carried out with the aim of: 1) knowing the achievement of students' mathematical communication skills after using the metacognitive approach compared to those using conventional learning, 2) knowing the increase in mathematical communication skills of students who received learning with a metacognition approach and those who received conventional learning, 3) knowing the response students towards learning by using metacognitive learning. Data were collected from students' mathematical communication skills tests in the form of essay questions and student questionnaires. Questionnaires were given to all experimental class students with the aim of knowing students' responses to mathematics learning using metacognition learning. This research is a quasi-experimental study with an experimental class design, namely Pretest-Treatment-Postest, while the control class is Pretest-Postest. From the results of data analysis with a significant level of = 0.05, it shows that the achievement of mathematical communication skills of students who get learning with a metacognitive approach is better than conventional learning. The improvement of mathematical communication skills of students who received mathematics learning with a metacognitive approach was better than the mathematical communication skills of students who received conventional learning. The improvement in mathematical communication skills of students who received mathematics learning with cooperative learning of the TGT type was in the medium category, while students who received conventional learning had an increase in the low category. Based on the results of the analysis of student responses to metacognition learning, it shows that students have a positive attitude towards learning mathematics with a metacognitive approach.

scholarly journals Efektivitas Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) terhadap Kemampuan Komunikasi Matematis

2021 ◽  
Vol 3 (2) ◽  
pp. 257-266
Author(s):  
Putri Yulia ◽  
Maya Riskayani ◽  
Selvia Erita
Keyword(s):  
Communication Skills ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Learning Models ◽  
Mathematical Communication ◽  
Conventional Model ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Difference

This study aims to find out (1) the POGIL learning model effective on mathematical communication skills. (2) conventional learning models are effective against mathematical communication skills. (3) the difference between the POGIL learning model and the conventional model of mathematical communication skills. This research is quasi-experimental research with the research design of The Nonequivalent Posttest Only Control Group Design. The population in this study is all students of grade VII MTS Negeri 02 Kerinci. This study's sample consisted of an experimental class and a control class selected by a random sampling cluster. The research instrument is a test f mathematical communication ability, and the data is analyzed using one-sample t-test statistics and independent t-test samples. This study shows that (1) the POGIL learning model is effective on mathematical communication skills. (2) conventional learning models are ineffective against mathematical communication skills. (3) there is a difference between the POGIL learning model and the conventional model of mathematical communication skills.

scholarly journals Peningkatan Kemampuan Komunikasi Matematika Siswa SD Kelas V Melalui Tipe Pembelajaran Think Talk Write (TTW)

2020 ◽  
Vol 10 (2) ◽  
pp. 92-102
Author(s):  
Novy Trisnani
Keyword(s):  
Communication Skills ◽  
Action Observation ◽  
Learning Activities ◽  
Fifth Grade ◽  
Learning Models ◽  
Mathematical Communication ◽  
Fifth Grade Students ◽  
Analysis Technique ◽  
Written Test ◽  
Very High

This study aims to improve the mathematical communication skills of fifth grade students in SD Negeri Kedundang through the application of cooperative learning models of Think Talk Write type. This type of research is classroom action research. The subjects in this study were 19 students. The technique used for data collection is observation and written test techniques. The research instrument is the teacher observation sheets, student observations and written tests. The data analysis technique used is descriptive quantitative and descriptive qualitative. The results of pre-action observation showed that students' communication skills were categorized as very low (47.63%) and low (38.48%). Then in the first cycle, students' mathematical communication skills on average increased from very low and low to low (22.60%), moderate (27.60), and high (22%). To strengthen the results of observations from the first cycle, the learning activities were held in the second cycle, the results of students' mathematical communication skills increased to the medium category (37.36%), high (39.47%), and very high (18.42%). Based on the results obtained it can be concluded that the application of the think talk write learning model can improve the mathematical communication skills of fifth grade students of Kedundang Elementary School.

scholarly journals Analisis Kemampuan Komunikasi Matematis Siswa Kelas VIII Ditinjau dari Taksonomi SOLO

2020 ◽  
Vol 4 (2) ◽  
pp. 243
Author(s):  
Imam Kusmaryono ◽  
Muhammad Abdul Basir ◽  
Muhammad Aminudin
Keyword(s):  
Cognitive Development ◽  
Communication Skills ◽  
Random Sampling ◽  
Sampling Technique ◽  
Mathematical Communication ◽  
Solo Taxonomy ◽  
Embedded Design ◽  
Class Viii ◽  
Written Test ◽  
Mastery Criteria

ABSTRAK Tujuan penelitian ini adalah untuk menguji adanya pencapaian KKM dari kemampuan komunikasi matematis siswa kelas VIII, dan menganalisis tingkat perkembangan kognitif dari kemampuan komunikasi matematis siswa kelas VIII ditinjau dari Taksonomi SOLO. Penelitian ini campuran kuantitatif dan kualitatif dengan desain concurrent embedded dengan penelitian kualititatif sebagai metode primer (porsinya lebih besar). Populasi penelitian ini sebanyak 182 siswa kelas VIII di SMP Negeri 10 Semarang. Melalui teknik random sampling diperoleh kelas VIII-E (sebanyak 30 siswa) sebagai kelas eksperimen. Instrumen penelitian meliputi soal tes tertulis, lembar pengamatan dan pertanyaan wawancara. Melalui teknik purpose sampling diperoleh perwakilan siswa tiap kelompok untuk diwawancari. Hasil penelitian menyimpulkan rata-rata kemampuan komunikasi matematis siswa kelas VIII mencapai KKM yang ditentukan, dan tingkatan perkembangan kognitif dari kemampuan komunikasi matematis siswa kelas VIII ditinjau dari Taksonomi SOLO belum sepenuhnya mencapai perkembangan kognitif berpikir abstrak atau tingkat permikiran kualitatif sebagaimana diamanatkan dalam kurikulum 2013. Kata kunci: analisis, komunikasi matematis, taksonomi SOLO.   ABSTRACT This study aims to find out the attainment of the minimum mastery criteria of the mathematical communication skills of Grade VIII students, and analyze the level of cognitive development of the Mathematical communication skills of Grade VIII students in terms of SOLO Taxonomy. This research is a mixture of quantitative and qualitative concurrent embedded design. Where qualitative research as a primary method (the portion is bigger). The population of the study was 182 students of class VIII at SMP Negeri 10 Semarang. Through cluster random sampling techniques obtained class VIII-E (as many as 30 students) as an experimental class. Research instruments include written test questions, observation sheets and interview questions. Through the purpose sampling technique obtained by representatives of students from each group to be interviewed. The results of the study concluded the average mathematical communication skills of Grade VIII students reached the KKM, and the level of cognitive development of Grade VIII mathematical communication skills in terms of SOLO Taxonomy has not yet fully reached the cognitive development of abstract thinking or the level of qualitative thinking as recommended in the 2013 curriculum. Keywords: Analysis, mathematical communication, SOLO taxonomy.

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