PROFILE OF PROSPECTIVE TEACHERS' MATHEMATICAL COMMUNICATION ABILITY REVIEWED FROM ADVERSITY QUOTIENT

Communication skills are an essential aspect that students need to possess by students who want to succeed in their studies, where students' mathematical communication can organize mathematical thinking both orally and in writing. While AQ is intelligent in facing difficulties, a student must face the problems that exist in them. This study aims to determine the profile of prospective mathematics prospective teacher's mathematical communication skills in terms of adversity quotient. This study was conducted on mathematics education students in the 6th semester of Universitas PGRI Semarang. This research is a descriptive qualitative study. Subjects taken from 57 respondents were three students in the category of climbers, campers, and quitters. Written tests and interviews do data collection. Indicators of mathematical communication skills used in this study include drawing, writing, and mathematical expression. The results showed that the subject climber can meet all the indicators of mathematical communication skills and can be said to be good. Subject campers tend to meet all indicators of mathematical communication skills, have the power of communication in indicators drawing, and be quite useful. Quitter's subject tends not to meet all the communication indicators. The subject does not answer the drawing indicator's problem, and the writing and mathematical expression indicators are still wrong.

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PENERAPAN METODE THINK-TALK-WRITE UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS X PADA TOPIK LOGARITMA DI SEKOLAH MENENGAH ATAS KUPANG [THE APPLICATION OF THE THINK-TALK-WRITE METHOD TO IMPROVE THE MATHEMATICS COMMUNICATION SKILLS OF GRADE 10 STUDENTS ON LOGARITHM TOPICS AT A SENIOR HIGH SCHOOL IN KUPANG]

JOHME Journal of Holistic Mathematics Education ◽

10.19166/johme.v4i1.982 ◽

2020 ◽

Vol 4 (1) ◽

pp. 113

Author(s):

Edsel Yubil Pantow ◽

Debora Suryani Sitinjak ◽

Kurnia Putri Sepdikasari Dirgantoro

Keyword(s):

High School ◽

Communication Skills ◽

Communication Skill ◽

Mathematical Thinking ◽

Mathematics Learning ◽

Senior High School ◽

Mathematical Language ◽

Mathematical Communication ◽

Communication Ability ◽

Bahasa Indonesia

Mathematical communication skills are one of the standard abilities in mathematics learning that students must have. In fact, it was found that the grade 10 students at one of the senior high schools in Kupang were still lacking in communicating both orally and in writing in mathematics learning. They lacked the ability to describe mathematical ideas using written symbols and notations and also lacked the ability to make class presentations using mathematical language. The purpose of this study was to improve students' mathematical communication skills, both written and oral, by applying the Think-Talk-Write method. The method used in this research was classroom action research with the Kemmis and McTaggart model in three cycles. The research instruments used were observation sheets, questionnaires, rubric sheets for oral mathematic communication skills, written mathematical communication skills test sheets, and reflection journals. Based on the results of the analysis, the application of the Think-Talk-Write method can improve mathematical communication ability of grade 10 students at a senior high school in Kupang. In mathematical communication skills written algebraically or graphically using mathematical terms, the appropriate notation and formula symbols increased by 4.76%. Written communication skill with the arrangement of arguments and generalizations increased by 28.57%. Similarly, the ability to convey mathematical thinking using mathematical language increased by 23.81%. The application of the Think-Talk-Write method can improve students' mathematical communication skills with stages starting from the explanation of the model and learning objectives, the distribution of question worksheets and materials, the think stage, the talk stage, and the write stage.BAHASA INDONESIA ABSTRACT: Kemampuan komunikasi matematis merupakan salah satu standar kemampuan dalam pembelajaran matematika yang harus dimiliki siswa. Pada kenyataannya ditemukan bahwa siswa kelas X pada salah satu sekolah menengah atas Kupang masih kurang dalam berkomunikasi baik secara lisan maupun tulisan dalam pembelajaran matematika. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan komunikasi matematis siswa baik secara tulisan maupun lisan dengan menerapkan metode Think-Talk-Write. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan model Kemmis dan Mc. Taggart dalam tiga siklus. Instrumen penelitian yang digunakan dalam penelitian ini yaitu lembar observasi, lembar angket, lembar rubrik kemampuan komunikasi matematis lisan, lembar tes kemampuan komunikasi matematis tertulis, dan jurnal refleksi. Berdasarkan hasil analisis, kemampuan komunikasi matematis tertulis secara aljabar atau grafik yang menggunakan istilah matematika, simbol notasi dan formula baku yang sesuai mengalami peningkatan sebesar 4,76%. Pada kemampuan komunikasi tertulis dengan susunan argumen dan generalisasi mengalami peningkatan sebesar 28,57%. Begitu juga pada kemampuan menyampaikan pemikiran matematis menggunakan bahasa matematis mengalami peningkatan sebesar 23,81%. Sehingga dapat disimpulkan bahwa penerapan metode Think-Talk-Write dapat meningkatkan kemampuan komunikasi matematis siswa dengan tahapan mulai dari penjelasan model dan tujuan pembelajaran, pembagian lembar kerja soal dan materi, tahap Think, tahap Talk, dan tahap Write.

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PENERAPAN PENDEKATAN SAINTIFIK UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIK PESERTA DIDIK di SEKOLAH DASAR

EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru ◽

10.17509/eh.v9i2.7078 ◽

2017 ◽

Vol 9 (2) ◽

pp. 109

Author(s):

Fadhilaturrahmi Fadhilaturrahmi

Keyword(s):

Data Collection ◽

Communication Skills ◽

Research Data ◽

Average Score ◽

Mathematical Communication ◽

Average Value ◽

Scientific Approach ◽

Communication Ability ◽

The Subject ◽

Description Form

Abstract: This study aims to improve the ability of mathematical communication by applying scientific approach in primary school. This study is a classroom action research. The subject of this research is all students of grade V of SD 016 Bangkinang Kota. The instrument used in data collection is a mathematical communication test of the description form. Implementation of learning carried out with 5 steps scientific approach that is: observing, asking, reasoning, try and communicate. This research data obtained from the results by using tests, observations, interviews, and discussions. This research was conducted for two cycles, ie cycle I held two meetings (6 x 35 minutes) and cycle II was held in two meetings (6 x 35 minutes). Result of research from every cycle that have been implemented seen improvement. This can be seen in the first cycle, the average value of students' communication skills is 92.61% percentage of students, and the meeting 2 percentage 62.54%. In the second cycle of meeting 1, the average value of mathematical communication ability is 8.71 with the percentage of 86% of students and on the second cycle of meeting 2, the average score of students' mathematical communication ability is 85 with the percentage of 97.20 students. Based on the observations made also seen the increase of student activeness in the learning process. Thus it can be concluded that the research by using scientific approach can improve students' mathematical communication skills Keyword: Saintific approach, mathematics of communication Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan komunikasi matematik dengan menerapkan pendekatan saintifik di sekolah dasar. Penelitian ini merupakan penelitian tindakan kelas. Subjek penelitian ini adalah seluruh siswa kelas V Sekolah dasar 016 Bangkinang Kota. Instrumen yang digunakan dalam pengumpulan data adalah tes komunikasi matematik bentuk uraian. Pelaksanaan pembelajaran dilaksanakan dengan 5 langkah pendekatan saintifik yaitu: mengamati, menanya, menalar, mencoba dan mengkomunikasikan. Data penelitian ini diperoleh dari hasil dengan menggunakan tes, observasi, wawancara, dan diskusi. Penelitian ini dilaksanakan selama dua siklus, yaitu siklus I dilaksanakan dua kali pertemuan (6 x 35 menit) dan siklus II dilaksanakan dalam dua kali pertemuan (6 x 35 menit). Hasil penelitian dari setiap siklus yang telah dilaksanakan terlihat adanya peningkatan. Hal ini dapat dilihat pada siklus I , nilai rata-rata kemampuan komunikasi siswa adalah persentase 92,61% siswa,dan pertemuan 2 persentasenya 62,54% . Pada siklus II pertemuan 1, nilai rata-rata kemampuan komunikasi matematik adalah 8,71 dengan persentase 86% siswa dan pada siklus II pertemuan 2, nilai rata-rata kemampuan komunikasi matematik siswa adalah 85 dengan persentase 97,20 siswa. Berdasarkan pengamatan yang dilakukan terlihat juga adanya peningkatan keaktifan siswa dalam proses pembelajaran. Dengan demikian dapat disimpulkan bahwa pada penelitian dengan menggunakan pendekatan saintifik dapat meningkatkan kemampuan komunikasi matematik siswa.Kata Kunci: Pendekatan saintifik, Kemampuan Komunikasi Matematik

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Analisis Kemampuan Komunikasi Matematis Ditinjau dari Tipe Kepribadian Guardian dan Idealist

Desimal Jurnal Matematika ◽

10.24042/djm.v1i3.3029 ◽

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.

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Design of Mathematics Student Worksheet based on Realistic Mathematics Education Approach to Improving the Mathematical Communication Ability Students of Class VII Junior High School in Indonesia

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.30.21998 ◽

2018 ◽

Vol 7 (4.30) ◽

pp. 31

Author(s):

Ruri Handayani ◽

Supar Man

Keyword(s):

Mathematics Education ◽

Communication Skills ◽

Junior High School ◽

First Grade ◽

Realistic Mathematics Education ◽

Mathematical Communication ◽

Ability Test ◽

Stage Of Development ◽

Realistic Mathematics ◽

Communication Ability

Mathematics communication is a way of sharing ideas and clarifying comprehension. The Realistic Mathematics Education (RME) approach can improve mathematical communication skills. The student worksheet is used because it is shorter, more comfortable and summarizes the material along with the questions to be able to assist students in the ability of mathematics communication. This study aims to develop teaching materials in the form of student worksheets based on Realistic Mathematics Education Approach to improve students' mathematical communication skills. This research is development research with ADDIE development model, that is analysis, design, develop, evaluation implementation. The subject of this research is the students of the first grade of VII. Instruments used in the form of validation sheet, mathematics communication ability test, and interview guidance manual. The validation sheet is addressed to material experts and media experts. The test to determine students 'mathematical communication skills is done before and after the use of student worksheet so that it is known whether there is an increase in students' mathematical communication ability. Interview guides are conducted with teachers and students to find out the curricula and character of students in the school. Data analysis techniques in this study using data reduction, presentation, and conclusion. The resulting student worksheet design based on the RME approach that matches the characteristics, curriculum, and student tasks. This research can be developed to the stage of development, implementation, and evaluation.

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MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS MELALUI MODEL PEMBELAJARAN PROBLEM POSING PADA MAHASISWA PENDIDIKAN MATEMATIKA

Jurnal Math-UMB.EDU ◽

10.36085/math-umb.edu.v7i3.1050 ◽

2020 ◽

Vol 7 (3) ◽

Author(s):

Lizza Novianita ◽

Saleh Haji

Keyword(s):

Mathematics Education ◽

Action Research ◽

Communication Skills ◽

Learning Model ◽

Problem Posing ◽

Mathematical Communication ◽

Study Program ◽

Education Study ◽

Communication Ability ◽

Classroom Action Research

The purpose of this research is to improve mathematical communication skills through the Problem Posing learning model. The method used in this research is (Classroom Action Research). The subjects of the study were 11 students of Mathematics Education Study Program FKIP Bengkulu University 11 students in conference courses in odd semester 2019/2020. Stages of Study for Classroom Action are planning, implementing, observing, and reflecting. The results obtained after being given an action is an increase in student communication skills through the Problem Posing learning model compared to learning before that increase by 60.Keywords: Communication Ability, Problem Posing

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Design of Mathematics Student Worksheet based on Realistic Mathematics Education Approach to Improving the Mathematical Communication Ability Students of Class VII Junior High School in Indonesia

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.30.21997 ◽

2018 ◽

Vol 7 (4.30) ◽

pp. 31

Author(s):

Ruri Handayani ◽

Supar Man

Keyword(s):

Mathematics Education ◽

Communication Skills ◽

Junior High School ◽

First Grade ◽

Realistic Mathematics Education ◽

Mathematical Communication ◽

Ability Test ◽

Stage Of Development ◽

Realistic Mathematics ◽

Communication Ability

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The Profile of Students' Mathematical Communication Ability Viewed from Differences in Learning Outcomes

Jurnal Axioma : Jurnal Matematika dan Pembelajaran ◽

10.36835/axi.v4i1.347 ◽

2019 ◽

Vol 4 (1) ◽

pp. 72-80

Author(s):

Solider Rintang Perdana

Keyword(s):

Everyday Life ◽

Learning Outcomes ◽

Communication Skills ◽

Skill Learning ◽

High Learning ◽

Mathematical Communication ◽

Tenth Grade ◽

Communication Ability ◽

The Subject ◽

The Given

Most students assume that mathematics is a complicated subject and has a higher level of difficulty in its delivery. The subject of this study was the tenth grade student of Science at Diponegoro High School in Jember Institution. Based on the problems that exist in this study so that a problem is formulated which is how mathematical communication skills of students who have high learning outcomes, how mathematical communication skills of students who have moderate learning outcomes, and how mathematical communication skills of students who have low learning outcomes. Based on the results of research and discussion it can be concluded that subjects with high learning outcomes have mathematical communication skills at the time of interview giving a minimal model for everyday life. While for the subject of moderate learning outcomes, the subject uses a model / parable in everyday life in order to more easily understand the material that exists. And subjects with low learning outcomes, the subject still cannot find a line that connects the material with the given modeling. Keywoard: mathematical communication skill, learning outcomes

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

Mathematics Education Journal ◽

10.22219/mej.v4i2.12832 ◽

2020 ◽

Vol 4 (2) ◽

Author(s):

Sulis Setyowati ◽

Yus Mochamad Cholily ◽

Rizal Dian Azmi

Keyword(s):

Data Analysis ◽

Communication Skills ◽

Matrix Material ◽

Natural Sciences ◽

Research Data ◽

Mathematical Communication ◽

Solo Taxonomy ◽

Average Value ◽

Communication Ability ◽

The Subject

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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ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI PENYAJIAN DATA DI KELAS VII MTs ISLAMIYAH MEDAN T.P 2017/2018 Oleh:

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v7i1.1779 ◽

2018 ◽

Vol 7 (1) ◽

Author(s):

Nursyahbany Sitorus Pane Sitorus Pane ◽

Indra Jaya ◽

Mara Samin Lubis

Keyword(s):

Communication Skills ◽

High Ability ◽

Mathematical Communication ◽

Mathematical Ideas ◽

Know How ◽

Learning Mathematics ◽

Communication Ability ◽

The Subject ◽

High Ability Students ◽

Low Ability

The ability of students' mathematical communication is an aspect that needs to be developed in the learning of mathematics. The purpose of this study is to obtain a description of the mathematical communication ability of class VII students in learning mathematics. This research is a qualitative research. The subject of this research is 6 students of class VII-AMTs Islamiyah Medan who come from high-ability students, medium-skilled students, and low-ability students. Data collection techniques used are observation, interview, and documentation. To know how far students' mathematical communication ability is measured based on indicator of mathematical communication ability ie (1) Ability to express mathematical ideas through oral, written, and demonstrate and visualize it; (2) The ability to understand, interpret, and evaluate mathematical ideas in writing, as well as in other visual forms; (3) The ability to use terms, mathematical notations and structures to present ideas, describe relationships with situational models. The results showed (1) subjects with high ability to have good enough mathematical communication ability on each indicator both indicator 1, 2 and 3; (2) medium-sized subjects also have good mathematical communication skills in indicators 1 and 2 and less well in indicator 3; (3) low-ability subjects have poor mathematical communication skills on each indicator.

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The Implementation of Realistic Mathematics Education Approach to Improve Students' Mathematical Communication Ability in Statistics Course

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v2i10.3311 ◽

2020 ◽

Vol 2 (10) ◽

Author(s):

Lois Lamya Paroqi ◽

Mursalin Mursalin ◽

Marhami Marhami

Keyword(s):

Mathematics Education ◽

Communication Skills ◽

Realistic Mathematics Education ◽

Mathematical Communication ◽

Test Technique ◽

Realistic Mathematics ◽

Two Samples ◽

Statistics Course ◽

Result Show ◽

Communication Ability

The purpose of this study is to analize the improving of mathematical communication skills’s students, the learning acktivities of student and student’s response at Realistic Mathematics (RME) learning. The research is held at MTs.S Syamsudduha in 2018-2019 years, which using quasi experiment with a quantitative approach. This study used two samples, they are experiment’s class as treatment class consists of 34 students and control’s class which not give the treatment consists of 36 students which the sample was taken in this research used the technique sampling purposive. This data was obtained with test technique and observation sheet. Data is analyzed with t test using SPSS 18, the result show that there is an increasing of mathematical communication skills of student on statistical study with the Realistic Mathematics Education (RME) learning. This shows that value of n-gain on student’s mathematical communication skill for experiment’s class is 0,49 and control’s class is 0,17 with significant 0,000 < 0,05, thats mean there is an increasing in the learning process. So, RME learning can improve student’s mathematical communication skills of students better than students who is taught by conventional learning.

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