scholarly journals Analisis Kemampuan Komunikasi Matematis Siswa Dengan Gaya Belajar Kompetitif

2019 ◽  
Vol 4 (2) ◽  
pp. 17-23
Author(s):  
Heni Purwati ◽  
Dhian Endah Wuri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Communication Skills ◽  
Qualitative Data ◽  
Test Methods ◽  
Competitive Learning ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Communication Ability ◽  
Data Validity

The purpose of this study is to analyze the communication skills of students of SMP Eka Sakti Semarang who have a competitive learning style. The type of research is descriptive qualitative. Data collection techniques using test methods and interviews. The subjects consist of 2 grade VII students who have a competitive learning style. The data validity technique uses source triangulation. The results showed that both subjects showed the same mathematical communication ability indicators: 1) were less able to express mathematical ideas through oral, written, and demonstrated and visualized; 2) able to understand, interpret and evaluate mathematical ideas either orally, or in visual form; and 3) able to use terms - mathematical notations through oral, written, and interpreting and visualizing. These results show that they understand the problems faced but are not accustomed to writing them coherently, this is due to the aggressiveness of students with competitive learning styles more motivate them to complete the job quickly and correctly rather than following the procedure. Keywords: mathematical communication, learning style

scholarly journals The Effect of Learning Styles on Students' Mathematical Communication Ability

2021 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Tahir Tahir
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Communication Skills ◽  
Positive Influence ◽  
Mathematical Communication ◽  
Ex Post ◽  
Ex Post Facto ◽  
Communication Ability ◽  
The One ◽  
The Relationship

This research is motivated by the low mathematical communication skills of students, where there are many factors that influence this, one of which is the student's learning style. This study aims to determine the effect of learning styles on students' mathematical communication skills. This type of research is ex-post-facto research and was conducted at SMA Negeri 1 Mawasangka using a sample of 52 students. From the results of the analysis carried out, it was found that there was a relationship between student learning styles and students' mathematical communication abilities. This was because rhit > rtab (0.38> 0.27), the relationship formed was a positive one-way relationship because of the positive rhit value. In addition, from the one-way ANOVA, it was found that Fcount> Ftable, it was concluded that there were differences in students' mathematical communication skills when viewed from their learning styles and this difference was significant. So it can be concluded that the learning style has an effect on students' mathematical communication skills, and this influence is a positive influence. Keywords: learning styles, mathematical communication skills, influence.

scholarly journals Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph

2019 ◽  
Vol 4 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Mailis Triana ◽  
Cut Morina Zubainur ◽  
Bahrun Bahrun
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Approach ◽  
Observation Data ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Communication Ability ◽  
Brain Based Learning ◽  
The Brain

AStudents’ skills in expressing mathematical ideas in various ways have not met the expectation. Teachers need to apply the learning providing students’ opportunities to present their mathematical ideas. Utilizing the Brain-Based Learning (BBL) approach with Autograph can help students develop their mathematical communication skills. The purpose of this study was to analyze the development of students’ mathematical communication skills. Twenty-eight 10th grade students in one of the high schools in Banda Aceh participated in the study. The instruments used were a mathematical communication skills test and the activity observation. Data were analyzed using descriptive analysis. The study showed that mathematics learning applying BBL approach with Autograph contribute to developing students’ mathematical communication skills.

scholarly journals Analisis Kemampuan Komunikasi Matematis Tertulis dalam Menyelesaikan Masalah Matematika Ditinjau dari Gaya Kognitif Siswa Kelas VIII SMP

2021 ◽  
Vol 1 (3) ◽  
pp. 442-447
Author(s):  
Yolita Malaya ◽  
Nyoman Sridana ◽  
Hapipi Hapipi ◽  
Sudi Prayitno
Keyword(s):  
Cognitive Style ◽  
Communication Skills ◽  
Test Results ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Field Independent ◽  
Eighth Grade Students ◽  
Class Viii ◽  
Communication Ability ◽  
Academic Year

This study aims to analyze the written mathematical communication skills through the lence of cognitive style of the eighth-grade students of SMP Negeri 4 Praya Barat Daya in the academic year 2020/2021. With the subjects of research used is 4 students of class VIII A which is taken were in the form of GEFT test results . This study is a descriptive study. The instrument used is test GEFT and written mathematical communication skills test. The findings of the study showed that (a) Students with field-independent cognitivestyle depictedproper written mathematical communication skill. Students at this level were able to state ideas or mathematical solutions in their own language clearly and precisely, they also were able to state problems in the form of pictures, and were able to write down mathematical ideas and explanations correctly but were still not optimal. (b) Students with a field-dependent cognitive style had good mathematical communication ability. Students at this level were able to state ideas or mathematical solutions in their own language properlyyet are still incomplete, they were still not optimal in addressing problems in the form of images, and lastly, they werealso able to write mathematical ideas and explanations clearly and accurately.

scholarly journals PENERAPAN METODE THINK-TALK-WRITE UNTUK MENGEMBANGKAN SELF CONFIDENCE SISWA SD

2018 ◽  
Author(s):  
SRI WINGGO WATI
Keyword(s):  
Communication Skills ◽  
Quantitative Data ◽  
Research Method ◽  
Qualitative Data ◽  
Mathematics Learning ◽  
School Students ◽  
Mathematical Communication ◽  
Self Confidence ◽  
Communication Ability ◽  
Math Problems

This research is based on the problems of many elementary students who have difficulty solving math problems especially those related to students' mathematical communication ability. The purpose of this study is to answer the question whether by Think-Talk-Write method (TTW) can develop student self confidence. The research method used is Classroom Action Research, which consists of 3 learning cycles, each cycle consists of 3 actions. Population in this research is grade 6 student of SD in Bandung City. The instruments used include students' mathematical communication skills such as stories, questionnaires, observation guidelines, interviews and documentation. The quantitative data obtained were analyzed using SPSS 19, while the qualitative data used Miles & Huberman technique. The results showed that there is an increase in self-confidence of students with learning Think-Talk-Write method (TTW). The recommendation in this research emphasizes the learning of Think-Talk-Write method (TTW) as one of the alternative learning method that able to give good benefit and stimulation to the ability and confidence of elementary school students in mathematics learning in accordance with the stages of cognitive development of students.

KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI KEGIATAN EKSTRAKURIKULER

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Tri Hartono ◽  
Reni Untarti
Keyword(s):  
Communication Skills ◽  
Extracurricular Activities ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Skill Test ◽  
Mathematical Symbols ◽  
Written Form ◽  
Communication Ability

Each person has a different mathematical communication ability. Mathematical communication ability is a person's ability to convey information about mathematical concepts and ideas both in spoken and written form. This study aimed to describe the mathematical communication skills of students of Grade VIII of SMP Negeri 2 Purwokerto based on extracurricular activities. The type of this research was descriptive qualitative. The subjects used in this study were students of Grade VIII B SMP N 2 Purwokerto in the 2019/2020 academic year. Data were collected using the form of tests, interviews, and documentation. The test used in this study was a written mathematical communication skill test. The research subjects consisted of 2 students with academic extracurricular activities, 2 students with non-academic extracurricular activities, and 2 students with both academic and non-academic extracurricular activities. The results of this study indicated that: 1) students who only took academic extracurricular activities and students who took both academic and non-academic extracurriculars were able to present mathematical ideas in the form of images, mathematical symbols, and provide arguments for problems that were presented appropriately, and 2) students who only joined non-academic extracurricular activities, in general, had not provided arguments for a problem that was presented properly, but they were able to present mathematical ideas into the form of images and mathematical symbols appropriately.Keywords: Mathematical communication skills, extracurricular activities.

scholarly journals THE ANALYSIS OF STUDENT’S MATHEMATICAL COMMUNICATION IN SOLVING SOLID FIGURES PROBLEMS REVIEWED FROM STUDENT’S LEARNING STYLES IN FIFTH GRADE OF SD NEGERI 4 KUTOSARI IN ACADEMIC YEAR OF 2020/2021

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Hasna Nur Hanifah ◽  
Muhamad Chamdani ◽  
Tri Saptuti Susiani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Communication Skills ◽  
Visual Learning ◽  
Fifth Grade ◽  
Mathematical Communication ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Fifth Grade Students ◽  
Academic Year

<p>The research aimed to describe the level of student's mathematical communication skills in solving solid figures problems reviewed from learning styles to fifth grade students of SD Negeri 4 Kutosari in academic year of 2020/2021. The research was a qualitative approach with case study method. The results showed that from 21 students in fifth grade, there were 9 students having a visual learning style, 7 students having auditory learning style, and 5 students having kinesthetic learning style. Students with visual learning styles had the best level of mathematical communication skills. Students with auditory learning style had good level. Students with kinesthetic learning styles had sufficient level. To improve student’s mathematical communication skills, the teachers provide learning activities based on student’s learning styles.</p>

scholarly journals Mathematical Communication Profiles on Learning Styles in Solving High School Level Mathematics Problems

2020 ◽  
Vol 8 (3) ◽  
pp. 213
Author(s):  
Wiwik Andriani ◽  
Nurmayaningsih Nurmayaningsih
Keyword(s):  
High School ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Mathematical Communication ◽  
Auditory Learning ◽  
Mathematical Ideas ◽  
Kinesthetic Learning ◽  
Mathematics Problems ◽  
Mathematical Problems

This study aims to see the mathematics communication of students in terms of learning styles in solving high school mathematics problems. The focus of this research is: students' mathematics communication in terms of visual learning styles, mathematics communication in terms of auditory learning styles, mathematics communication in terms of kinesthetic learning styles. The subjects of this study were students at SMA Negeri 1 Gowa who were grouped based on their learning styles. The research instrument is the researcher himself, because the researcher himself plans what to ask the research subjects. Data collection techniques are carried out by providing learning style questionnaires, carrying out written tests to see mathematical communication skills, and interview guidelines. This study used technical triangulation with data analysis techniques, namely data presentation, data reduction, and conclusions. The results of this study indicate that the level of mathematics communication can be seen from the learning styles of students. Students with visual and auditory learning styles are able to solve mathematical problems completely and in detail, are able to use mathematical ideas, are able to use mathematical notations and symbols to determine answer conclusions. Students who have a kinesthetic learning style are also able to solve mathematical problems in their own style and way, namely a shorter way, being able to use mathematical ideas, symbols and mathematical notations in solving problems, but they do not provide conclusions from the answers that are done

scholarly journals Analysis On Written Mathematical Communication Skills At System Of Linear Equations In Two Variables (SLETV) Material Viewed From Student Learning Styles

2020 ◽  
Vol 3 (2) ◽  
pp. 119
Author(s):  
Isnin Cahyo Pratiwi ◽  
Siti Inganah ◽  
Octavina Rizky Utami Putri
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Communication Skills ◽  
Linear Equations ◽  
Narrative Texts ◽  
Mathematical Communication ◽  
Eighth Grade Students ◽  
Mathematical Skill ◽  
Student Learning Styles

This research was to describe students’ mathematical communication skills based on their learning styles. This research was a descriptive research with qualitative approach. Data was obtained in three steps, namely written test on SLETV material, questionnaire on learning styles, and interviews. Research subject was eighth grade students. The procedure in this research began with the pre-field stage. At this stage, the research was designed, starting from observation and interviews with the teacher, as well as discussion with the supervisor. The second was the field stage, which was the stage for conducting research. The final stage was writing the report, which was the stage where researchers have conducted the research, processed and analyzed data that has been obtained from the research. Data collection techniques in this research were distributing questionnaire, giving test questions about SLETV, and conducting interviews to find out the students’ mathematical communicationskills more specifically. The instruments in this study were questionnaire onlearning styles, test questions about SLETV, and interview guide sheets. Dataanalysis techniques in this research aimed to achieve data reduction by sorting out important answers from student results in the form of questionnaire, test, and interviews. Data presentation was in the form of narrative texts. Interviews were aligned with the test questions about SLETV. Finally, conclusions were formulated by describing each student’s written mathematical skill based on the 4 student learning styles. Based on the results, students with interpersonal learning style had the ability to learn better through friendship, students with self-expressive learning style had the ability to learn by paying more attention to the final results and tended to use unusual ways to find the best results, students with understanding learning style had the ability to see facts and remember large amounts of knowledge, ideas, theories, or concepts, while students with mastery learning style were able to write to the point and focus more on results.

scholarly journals PENERAPAN PEMBELAJARAN KOOPERATIF NUMBER HEAD TOGETHER (NHT) UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS VIII SMP IT SUHADAH YOGJAKARTA

2014 ◽  
Vol 2 (1) ◽  
pp. 83
Author(s):  
Mariamah Mariamah
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Type Number ◽  
Mathematics Students ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Student Activity ◽  
Test Instrument ◽  
Straight Line ◽  
Communication Ability

This study aims to determine the ability of communication mathematics students in grade VIII SMP IT Suhadah Yogyakarta through cooperative learning type Number Head Together (NHT). This study is a classroom action research. The instrument used to collect data is a test instrument. The results of the research for the students' communication ability aspects improved from cycle I of cycle II for each aspect: the first aspect is illustrating mathematical ideas from 30% to 47%, an increase of 17%. The second aspect describes the answer and the use of symbols from 20% to 40.5%. The increase is as much as 20.5%. The total achievement for cycle II is 85.7%, which in this case has reached the criteria 85.7%> 85%. We conclude that NHT learning has been effective for students' mathematical communication skills on straight-line equations. In addition, for teacher and student activity, in the first cycle only active categories have increased

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

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.

Sign in / Sign up

Export Citation Format

Share Document