KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIS MENGGUNAKAN MODEL STAD BERBANTUAN ALAT PERAGA DI SMP ISLAM KARANGPLOSO

Ngganiyatur Rochmah; RR. Ettie Rukmigarsari; Siti Nurul Hasana

doi:10.33474/jpm.v5i2.3536

KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIS MENGGUNAKAN MODEL STAD BERBANTUAN ALAT PERAGA DI SMP ISLAM KARANGPLOSO

JPM : Jurnal Pendidikan Matematika ◽

10.33474/jpm.v5i2.3536 ◽

2019 ◽

Vol 5 (2) ◽

pp. 112

Author(s):

Ngganiyatur Rochmah ◽

RR. Ettie Rukmigarsari ◽

Siti Nurul Hasana

Keyword(s):

Qualitative Research ◽

Problem Solving ◽

Research Design ◽

Communication Skills ◽

Quantitative Research ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Mathematical Communication ◽

Problem Solving Skills ◽

Sequential Explanatory

Pembelajaran matematika merupakan proses interaksi atau komunikasi antara guru dan peserta didik serta lingkungan belajar agar peserta didik memperoleh kompetensi dalam bidang matematika. Kompetensi di bidang matematika yang harus dimiliki oleh peserta didik salah satunya adalah kemampuan pemecahan masalah matematis dan kemampuan komunikasi matematis, karena pada dasarnya kemampuan tersebut merupakan suatu kemampuan yang penting dan perlu dikuasai oleh peserta didik yang belajar matematika. Khususnya peserta didik sekolah menengah (SM). Metode yang digunanakan dalam penelitian ini adalah mix method research, (metode campuran) dengan jenis sequential explanatory. Desain penelitian kuantitatif menggunakan true experimental. Sedangkan desain penelitian kualitatif menggunakan deskriptif-kualitatif yang digunakan untuk melengkapi penelitian kuantitatif. Pada artikel ini dijelaskan bahwa perlakuan dengan model kooperatif tipe STAD dapat mempengaruhi kemampuan pemecahan masalah matematis dan kemampuan komunikasi matematis peserta didik. Hal tersebut dapat dilihat dalam hasil analisis data kuantitatif maupun kualitatif yang menunjukkan adanya perbedaan kemampuan pemecahan masalah matematis dan kemampuan komunikasi matematis antara peserta didik kelas eksperimen yang diberi perlakuan dengan model kooperatif tipe STAD dengan peserta didik kelas kontrol yang diberi perlakuan dengan model konvensional. Mathematical learning is a process of interaction or communication between teachers and students and the learning environment so that students gain competence in the field of mathematics. One of the competencies in the field of mathematics that must be possessed by students is mathematical problem solving skills and mathematical communication skills, because basically these abilities are an ability that is important and needs to be mastered by students who learn mathematics. Especially middle school students. The method used in this research is a mix method with sequential explanatory methods. Quantitative research design uses true experimental. While the qualitative research design uses descriptive-qualitative research that is used to complement quantitative research. In this article, it is explained that the treatment with the cooperative type STAD model can affect students' mathematical problem solving abilities and mathematical communication skills. This can be seen in the results of quantitative and qualitative data analysis which shows a difference in mathematical problem solving abilities and mathematical communication skills between experimental class students who were treated with the cooperative type STAD model and control class students who were treated with conventional models.

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sis Kemampuan Komunikasi & Pemecahan Masalah Matematis Siswa SMP Pada Materi Segiempat Dan Segitiga

Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika ◽

10.31316/j.derivat.v5i1.145 ◽

2019 ◽

Vol 5 (1) ◽

pp. 37-43

Author(s):

Puri Nur Aisyah ◽

Anik Yuliani ◽

Euis Eti Rohaeti

Keyword(s):

Qualitative Research ◽

Data Analysis ◽

Problem Solving ◽

Communication Skills ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Mathematical Communication ◽

Problem Solving Skills ◽

Math Problem Solving ◽

Communication Ability

This study aims to describe the ability of communication and problem solving of mathematical students in the material quadrilateral and triangle in class VII in one district of MTs Bandung. This type of research is qualitative research with phenomenology model which aims to interpret communication ability and ability to solve the mathematical problem of students. The subjects of this study were 24 students for communication skills and 25 students for math problem-solving skills. The result of data analysis shows that the mathematical communication ability of grade VII students in one MTs in Kabupaten Bandung is still relatively low with the highest percentage being in the low communication ability qualification which is 37.5%, while for students who have ability is get percentage equal to 29,2% and for students with high communication skills get a percentage of 33.3%, while for problem-solving skills in class VII is quite good with the highest percentage in qualification students with high problem-solving ability with a percentage of 44%, while for qualified students who ability is getting percentage by 40%, and for low qualifications only got a percentage of 16%.. Keywords: mathematical communication ability, mathematical problem-solving ability

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the Effect of Problem-Posing and Think-Pair-Share Learning Models on Students’ Mathematical Problem-Solving Skills and Mathematical Communication Skills

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v4i2.803 ◽

2019 ◽

Vol 4 (2) ◽

pp. 287

Author(s):

Syaiful Rohim ◽

Khoerul Umam

Keyword(s):

High School Students ◽

Problem Solving ◽

Communication Skills ◽

Junior High School ◽

Mathematical Problem ◽

Problem Posing ◽

Mathematical Problem Solving ◽

Learning Models ◽

Mathematical Communication ◽

Problem Solving Skills

The main purpose of this study was to compare and examine the effectiveness of problem-posing and think-pair-share cooperatives' learning models on mathematical problem-solving skills and mathematical communication skills. This study was experimental research with a quasi-experimental design. The samples of the study were 41 students for classroom experiments and 40 students for classroom control. The instruments employed in this study were pre-test and post-test. The instruments were made in essay forms which design to measure students’ mathematical problem-solving skills. The result of the study showed that problem-posing and think-pair-share are very effective to improve students’ mathematical achievements. However, between the problem-posing and think-pair-share, the think-pair-share is more effective than problem-posing, view from the standards of mathematical problem-solving skills and mathematical communication skills of Junior High School students.

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PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA YANG DIAJAR MENGGUNAKAN MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER DAN TEAMS GAMES TOURNAMENT

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v9i2.7966 ◽

2020 ◽

Vol 9 (2) ◽

pp. 154

Author(s):

Fielia Aulina ◽

Eka Khairani Hasibuan

Keyword(s):

Problem Solving ◽

Communication Skills ◽

Quantitative Research ◽

Mathematical Problem ◽

Equation System ◽

Learning Models ◽

Mathematical Communication ◽

Problem Solving Skills ◽

Linear Equation System ◽

Heterogeneous Classes

Abstrak:Tujuan penelitian ini adalah untuk melihat perbedaan kemampuan pemecahan masalah dan komunikasi matematis siswa yang diajar menggunakan model Numbered Head Together dan Teams Games Tournament. Penelitian ini berjenis penelitian kuantitatif dengan metode eksperimen. Sampel dari penelitian ini adalah kelas X-A dan X-B dengan kelas heterogen. Hasil temuan ini menunjukkan: 1) terdapat perbedaan kemampuan pemecahan masalah matematis siswa yang diajar menggunakan model pembelajaran Numbered Head Together dan Teams Games Tournament, dengan Qhit=3,167 > Qtabel=2,871; 2) terdapat perbedaan kemampuan komunikasi matematis siswa yang diajar menggunakan model pembelajaran Numbered Head Together dan Teams Games Tournament, dengan Qhit=8,189 > Qtabel=2,871; 3) terdapat perbedaan kemampuan pemecahan masalah dan komunikasi matematis siswa yang diajarkan menggunakan model pembelajaran Numbered Head Together dan Teams Games Tournament pada materi sistem persamaan linear tiga variabel, dengan Fhitung=32,42 > Ftabel=4,12. Simpulan penelitian ini adalah kemampuan pemecahan masalah dan komunikasi matematis siswa lebih sesuai diajarkan dengan model pembelajaran Numbered Head Together daripada Teams Games Tournament. Kata Kunci:Kemampuan Pemecahan Masalah, Komunikasi Matematis, Model Pembelajaran Numbered Head Together, Teams Games Tournament Abstract:The purpose of this study was to see the differences in problem solving and mathematical communication skills of students taught using the Numbered Head Together and Teams Games Tournament models. This research is a quantitative research by conducting experiments. The sample of this research is class X-A and X-B with heterogeneous classes. These findings indicate: 1) There are differences in students' mathematical problem solving abilities taught using the NHT and TGT learning models, with Qhit=3,167 > Qtabel=2,871; 2) There are differences in students' mathematical communication skills taught using the NHT and TGT learning models, with Qhit=8,189 > Qtabel=2,871; 3) There are differences in students' problem solving and mathematical communication skills taught using the NHT and TGT learning models on the material of the three-variable linear equation system, with Fhitung=32,42 > Ftabel=4,12. The conclusion of this study explains that the problem solving ability and mathematical communication of students are more suitable to be taught using the NHT learning model than the TGT model Keywords:Problem Solving Skills, Mathematical Communication, Numbered Head Together, Teams Games Tournament Learning

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PENGARUH MODEL PBL TERHADAP KEMAMPUAN KOMUNIKASI DAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS V SD

Jurnal Prima Edukasia ◽

10.21831/jpe.v4i1.7713 ◽

2016 ◽

Vol 4 (1) ◽

pp. 93 ◽

Cited By ~ 1

Author(s):

Laila Kodariyati ◽

Budi Astuti

Keyword(s):

Problem Solving ◽

Communication Skills ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Control Group ◽

Mathematical Communication ◽

Control Group Design ◽

Problem Solving Skills ◽

Pbl Model ◽

Class E

Penelitian ini bertujuan untuk mendeskripsikan: (1) pengaruh model Problem Based Learning (PBL) terhadap kemampuan komunikasi matematika; (2) pengaruh model PBL terhadap kemampuan pemecahan masalah matematika; dan (3) pengaruh model PBL terhadap kemampuan komunikasi dan pemecahan masalah matematika secara bersama-sama. Jenis penelitian yang digunakan yaitu kuasi eksperimen dengan desain Pretest-Posttest Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas V SDN se-Gugus V Kecamatan Kasihan Bantul. Pengambilan sampel menggunakan teknik Cluster Random Sampling. Instrumen yang digunakan untuk mengumpulkan data berupa tes uraian objektif. Teknik analisis data yang digunakan meliputi analisis deskriptif dan analisis inferensial, untuk analisis inferensial menggunakan independent sample t-test, uji MANOVA dengan rumus T2 Hotelling, dan dilanjutkan dengan uji kriteria Bonferroni. Hasil penelitian menunjukkan bahwa (1) model PBL berpengaruh positif dan signifikan terhadap kemampuan komunikasi matematika dengan nilai signifikansi lebih kecil dari 0,025; (2) model PBL berpengaruh positif dan signifikan terhadap kemampuan pemecahan masalah matematika terhadap kemampuan pemecahan masalah matematika dengan nilai signifikansi lebih kecil dari 0,025; (3) model PBL berpengaruh positif dan signifikan terhadap kemampuan komunikasi dan pemecahan masalah matematika secara bersama-sama dengan nilai signifikansi lebih kecil dari 0,05.Kata Kunci: model PBL, kemampuan komunikasi matematika, dan kemampuan pemecahan masalah matematika THE EFFECTS OF THE PBL MODEL ON THE MATHEMATICAL COMMUNICATION AND PROBLEM-SOLVING SKILLS OF FIVE-GRADERS OF ELEMENTARY SCHOOL STUDENTSAbstractThis research aims to describe: (1) the effects of the Problem Based Learning (PBL) model on the mathematical communication skills; (2) the effects of the PBL model on the mathematical problem-solving skills; and (3) the effects of the PBL model on both the mathematical communication skills and the mathematical problem-solving skills simultaneously. The research of this study was quasi-experimental with pretest-posttest control group design. The research population consisted of five-graders of all elementary schools located in Group V of Kasihan District, Bantul. The sample was collected using the cluster random sampling technique. The data were analyzed by descriptive and inferential technique which is using independent sample t-test, MANOVA with Hotelling’s trace formula, and the last was by Bonferroni criteria. The findings suggest that: (1) the PBL model positively and significantly affects the mathematical communication skills with a significance value of less than 0.025; (2) the PBL model positively and significantly affects the mathematical problem-solving skills with a significance value of less than 0.025; (3) the PBL model positively and significantly affects both the mathematical communication skills and the mathematical problem-solving skills simultaneously with a significance value of less than 0.05.Keywords: the PBL model, mathematical communication skills, and mathematical problem-solving skills.

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Tipikal Gender dalam Mengkomunikasikan Penyelesaian Masalah Matematika SMP

Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram ◽

10.33394/j-ps.v7i2.1964 ◽

2019 ◽

Vol 7 (2) ◽

Author(s):

Nuralam Nuralam ◽

Muhammad Yani

Keyword(s):

High School Students ◽

Problem Solving ◽

Gender Equality ◽

Communication Skills ◽

Mathematical Problem ◽

Female Students ◽

Male Students ◽

Mathematical Problem Solving ◽

Mathematical Communication ◽

Mathematical Problems

The emphasis of mathematics learning, especially students' communication skills, needs to be considered from gender equality in solving mathematical problems. This study aims to describe: 1) the potential mathematical communication skills of students based on gender; 2) gender equality in communicating mathematical problem solving; and 3) the suitability of the form of the model or the applied form to develop students' mathematical communication skills based on gender at school. This research is a descriptive qualitative research conducted on all junior high school students in Langsa with a purposive sampling technique of 283 students. The data were collected through mathematical communication skills and questionnaire tests which were analyzed descriptively using the concept of Miles and Huberman. The results showed that: 1) mathematical communication skills of female students were better than male students in solving mathematical problems; 2) mathematical communication skills of male students are better in suburban schools and female students are better in downtown schools; and 3) learning implementation plans are still limited in emphasizing mathematical communication skills and learning tends to be cooperative and individual. It is recommended that learning plans refer to developing mathematical communication skills that pay attention to students' gender equality in order to optimize mathematical problem solving.

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ANALISIS KESULITAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI KEMAMPUAN DISPOSISI MATEMATIS SISWA

Journal of Honai Math ◽

10.30862/jhm.v2i1.59 ◽

2019 ◽

Vol 2 (1) ◽

pp. 65-76

Author(s):

Sofie Dinia ◽

Astri Yuliani Nurhafifah ◽

Mayasari Mayasari ◽

Siti Patimah ◽

Wahyu Hidayat

Keyword(s):

Qualitative Research ◽

Student Achievement ◽

Problem Solving ◽

Mathematical Problem ◽

Mathematical Ability ◽

Average Score ◽

Mathematical Problem Solving ◽

Ability Test ◽

Problem Solving Skills ◽

12Th Grade

The purpose of this study was to study and analyze students' problems in problem-solving skills seen from their mathematical disposition level of the students on 12th grade class of SMA IT Fithrah Insani. Method of this study is descriptive- qualitative research. From 35 students, there were three students taken as samples, consisting of a student with high disposition mathematical ability (T), a student with medium disposition mathematical ability (S), and a student with low disposition mathematical ability (R). The result of the study shows that there is a difference in the average score of students in each level of the mathematical disposition towards the conclusion of the students’ mathematical problem-solving ability test (ANOVA Test-One way). Following up on these differences, researchers identified student achievement and misconceptions on each mathematical problem-solving indicators. The results of the study show that all the student with high and medium disposition mathematical ability could not fulfill the indicators of the ability of mathematical problem solving, such as (1) understand the problem, (2) recheck the answer while all the student with low disposition mathematical ability could not fulfill all indicator of the ability of mathematical problem solving.

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Differences in Increasing Students' Communication Skills and Mathematical Problem Solving through Project-Based Learning with Virtual Manipulative and Physical Manipulative Media at SMP Plus Jabal Rahmah Mulia Medan

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v4i1.1608 ◽

2021 ◽

Vol 4 (1) ◽

pp. 345-357

Author(s):

Evridya Rizki M ◽

Ani Minarni ◽

Waminton Rajagukguk

Keyword(s):

Problem Solving ◽

Communication Skills ◽

Mathematical Problem ◽

Virtual Learning ◽

Project Based Learning ◽

Mathematical Problem Solving ◽

Mathematical Communication ◽

Class Viii ◽

Essay Tests ◽

Virtual Manipulative

This study aims to analyze the differences in the improvement of mathematical communication skills and mathematical problem solving of students who are taught using manipulative virtual learning media and physical manipulative learning through project-based learning models (PjBL), as well as analyzing the performance of class VII students of SMP Plus Jabal Rahmah Mulia Medan in solving problems. questions that measure communication skills and mathematical problem solving. Data obtained through subjective tests or essay tests, each of which measures the students' mathematical problem solving and communication skills. Data were analyzed using ANACOVA test. The population in this study were all students of class VIII of the private high school Jabal Rahmam Mulia for the 2020/2021 academic year. While the sample in this study is class VIII1 which is the first experimental class which is taught using manipulative virtual learning media and class VIII2 is the second experimental class which is taught using physical manipulative learning media. Based on the results of the ANACOVA calculation, the analysis results obtained F_hitung = 3,450 ˃ Ftable = 3.38 and with sig = 000, because the significant level is smaller than 0.05 so that H_0 is rejected and H_a is accepted. Thus, there are differences in problem-solving abilities between students who are given a realistic mathematics approach assisted by macromedia flash and students who are given a contextual approach assisted by macromedia flash. Based on the results of the analysis F_count = 20.889 ˃ F table = 3.38 and with sig = 000, because the significant level is smaller than 0.05 so that H_0 is rejected and H_a is accepted. Thus, there are differences in mathematical communication skills between students who are given virtual manipulative assisted project-based learning (PjBL VM) and students who are given physical manipulative assisted project-based learning (PjBL PM).

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Deskripsi Kemampuan Komunikasi Matematika Dalam Menyelesaikan Soal Pemecahan Masalah Matematika Berdasarkan Gender

Jurnal Gantang ◽

10.31629/jg.v4i2.1336 ◽

2019 ◽

Vol 4 (2) ◽

pp. 169-176

Author(s):

Muhammad Taqwa ◽

Ahmad Budi Sutrisno

Keyword(s):

Problem Solving ◽

Communication Skills ◽

Mathematical Problem ◽

Female Gender ◽

Male Gender ◽

Female Students ◽

Mathematical Problem Solving ◽

Mathematical Communication ◽

Male And Female ◽

Analysis Techniques

This research is qualitative research with the aim of (1) to find out the description of mathematical communication skills of male and female students in solving mathematical problem-solving questions, (2) to find out different information about mathematical communication descriptions in solving problem-solving problems in terms of gender. The subjects of this study were two class VII students of SMP Negeri 2 Labakkang, namely one male and one female student who had the highest problem-solving test scores. The procedure of data collection is done by observation, tests of problem-solving and interviews. The research instrument was used in the form of observation sheets, tests of problem solving, interview guidelines. Data analysis techniques are carried out by testing credibility, transferability, dependability, and conformability. The results showed that the mathematical communication skills of male gender subjects were lower than those of female gender subjects. The location of differences in mathematical communication skills between male and female gender is that the indicators write answers according to the purpose of the problem and make conclusions in writing using their own language.

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Application of the Problem Based Learning Model to Communication Skills and Mathematical Problem Solving Skills in Junior High School Students

JTAM | Jurnal Teori dan Aplikasi Matematika ◽

10.31764/jtam.v4i2.2553 ◽

2020 ◽

Vol 4 (2) ◽

pp. 155

Author(s):

Khaerul Anam ◽

Raden Sudarwo ◽

Gunawan Wiradharma

Keyword(s):

Problem Solving ◽

Communication Skills ◽

Mathematical Problem ◽

Problem Based Learning ◽

Average Score ◽

Mathematical Problem Solving ◽

Learning Models ◽

Mathematical Communication ◽

Conventional Methods ◽

Pbl Model

This study aims to find out: (1) the influence of the use of the Problem-Based Learning (PBL) model on the mathematical communication skill; (2) the influence of the use of the Problem-Based Learning (PBL) model on the mathematical problem-solving skill. This study was conducted on class VIII. The research design is pre-post quasi experimental design. Samples were selected using the cluster random sampling technique. The employed instrument in this study was an essay test. The obtained data were then analyzed using independent samples t-test and simple linear regression. The results indicated that (1) the average score of students' mathematical communication skills taught by problem-based learning models was higher than those taught by conventional methods; (2) the average score of students' mathematical problem-solving abilities taught by problem-based learning models is higher than students taught by conventional methods

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Improving Students' Problem Solving Ability and Mathematical Communication through the Application of Problem Based Learning

Electronic Journal of Education, Social Economics and Technology ◽

10.33122/ejeset.v1i1.8 ◽

2020 ◽

Vol 1 (1) ◽

pp. 43-48

Author(s):

Hayatun Nufus ◽

M Mursalin

Keyword(s):

Data Analysis ◽

Problem Solving ◽

Communication Skills ◽

Mathematical Problem ◽

Problem Based Learning ◽

Mathematical Problem Solving ◽

Mathematical Communication ◽

Mathematical Abilities ◽

Quasi Experimental ◽

Better Than

The purpose of this study was to determine the improvement of students' mathematical problem solving and communication skills using problem-based learning better than ordinary learning; to determine the interaction between learning and early mathematical abilities to increase students' mathematical problem solving and communication skills; to find out how the process of answers made by students in solving problems in problem-based learning and ordinary learning. This type of research is quasi-experimental. The population in this study were all grade VII students of SMP Lhokseumawe who were accredited and the samples were randomly selected, namely: SMPN 10 consisted of class VII-4 (experimental class) and class VII-2 (control class), SMPN 11 Lhokseumawe consisted of class VII- 3 (experimental class) and class VII-1 (control class). Data analysis was performed using two-way ANOVA. The results of this study indicate that there is an increase in the problem-solving ability and mathematical communication of students using problem-based learning better than students who receive regular learning; there is no interaction between learning and the level of students 'ability to increase students' problem-solving abilities and mathematical communication; the process of solving the problem of students' answers to learning using problem-based learning is better than ordinary learning.

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