Analisis Tingkat Kemampuan Komunikasi Matematis Siswa pada Pembelajaran Daring
DOI:
https://doi.org/10.32332/tapis.v6i1.4644Keywords:
Students’ Mathematical Communication Skillg, Online LearningAbstract
This study aims to analyze the level of mathematical communication ability of junior high school students in online learning. The research method used is descriptive quantitative using a mathematical communication ability test instrument. Indicators of mathematical communication ability that must be achieved are 1) Converting real objects, pictures, and diagrams into mathematical ideas; 2) Expressing mathematical ideas through oral, written, and visually described; 3) Analyzing and evaluating mathematical ideas both orally and in writing; 4) Modeling mathematical situations or problems using language terms or mathematical symbols, and their structures; 5) Explaining answers to problems systematically. The subjects of this study were seventh-grade students of SMP N 1 Seputih Raman. The result of this research is the level of students' mathematical communication skills in online learning is in a low category. Students with a high level of mathematical communication ability (3.64%) are able to meet the five indicators of mathematical communication skills. Students with a moderate level of mathematical communication ability (15.94%) were not able to fulfill the first and second indicators. Students with low mathematical communication ability (80.43%) cannot fulfill the five indicators.
References
Anderha, R. R., & Maskar, S. (2020). Analisis Kemampuan Komunikasi Matematis Siswa Pada Pembelajaran Daring Materi Eksponensial. Jurnal Ilmiah Matematika Realistik, 1(2), 1-7.
Archi, M.M. (2020). Paradigma Pembelajaran Matematika Berbasis NCTM. Malang: CV. IRDH.
Astuti, A., & Leonard, L. (2015). Peran kemampuan komunikasi matematika terhadap prestasi belajar matematika siswa. Formatif: Jurnal Ilmiah Pendidikan MIPA, 2(2).
Kuswanto, D. (2012). Statistik untuk pemula dan orang awam. Jakarta: Laskar Aksara, 14.
Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: use of e-learning in mathematics learning in higher education. Infinity Journal, 9(2), 147-158.
Jamaluddin, D., Ratnasih, T., Gunawan, H., & Paujiah, E. (2020). Pembelajaran daring masa pandemik Covid-19 pada calon guru: hambatan, solusi dan proyeksi. LP2M.
National Council of Teachers of Mathematics (NCTM). Principles, Standards, and Expectations‟ Dalam www.nctm.org/join accessed 4 February 2021.
Niasih, N., Romlah, S., & Zhanty, L. S. (2019). Analisis Kemampuan Komunikasi Matematis Siswa SMP di Kota Cimahi Pada Materi Statistika. Jurnal Cendekia: Jurnal Pendidikan Matematika, 3(2), 266-277.
Qohar, A. (2011, April). Pengembangan instrumen komunikasi matematis untuk siswa SMP. In Seminar Nasional Pendidikan Matematika LSM XIX. Yogyakarta: Universitas Negeri Yogyakarta.
Ratumanan, T., & Laurens, T. (2006). Evaluasi Hasil belajar yang relevan dengan kurikulum berbasis kompetensi [Evaluation of learning outcomes relevant to the curriculum based on competency].
Sugiyono. (2014). Memahami Penelitian Kualitatif. Bandung: CV. Alfabeta.
Syafina, V., & Pujiastuti, H. (2020). Analisis kemampuan komunikasi matematis siswa pada materi SPLDV. MAJU: Jurnal Ilmiah Pendidikan Matematika, 7(2).
Umam, K., & Maulidah, L. (2021). Problematika dan efek negatif pembelajaran daring selama pandemi COVID-19. Jurnal Tarbiyatuna: Kajian Pendidikan Islam, 5(2), 202-217.
Rohmatul, U. (2015). Peranan Komunikasi Matematika Guru dalam Mengembangkan Kemampuan Komunikasi dan Pemahaman Matematika Siswa. Wahana: Tridarma Perguruan Tinggi, 64(1), 17-24.
Walpole, R. E. (1995). Pengantar statistika.
Wijayanto, A. D., Fajriah, S. N., & Anita, I. W. (2018). Analisis kemampuan komunikasi matematis siswa smp pada materi segitiga dan segiempat. Jurnal Cendekia: Jurnal Pendidikan Matematika, 2(1), 97-104.
