Students’ Mathematical Representation and Communication Ability in Mathematics Problem Solving

Pieter Zakarias Tupamahu, Tanwey Gerson Ratumanan, Christina Laamena

Abstract


In learning mathematics, representation and communication ability are required by students to solve problems. The ability to represent is crucial for students to simplify the learning process, while students who have good mathematical communication abilities can easily solve a problem. This study applied a sequential mixed methods approach. Quantitative data was obtained from the results of the written test, then the ability of mathematical representation and communication in solving problems on linear program material was analyzed qualitatively. The participants of this study were 59 students from one of the senior high schools in Ambon, Indonesia. The research phase was begun with students being asked to solve mathematics problems and then researchers analyze representation and written communication ability. The largest percentage of students' results on the test was in the very low category of mathematical representation and communication ability. The results showed that students who had good representation and communication abilities would be able to solve problems. There were significant correlations and a very strong correlation between mathematical representation and communication ability with a Pearson Correlation coefficient of 0.915. After obtaining the test result, subjects were selected based on the category of ability to conduct interviews. Based on the results of the interview, the mathematical representation ability that the subject uses well will directly involve mathematical communication skills well, and vice versa.

Keywords


mathematical representation, mathematical communication, problem-solving

Full Text:

PDF

References


Ariyanti, H. P. (2016). Pengaruh pembelajaran matematika realistik terhadap kemampuan matematis siswa (ditinjau dari kemampuan representasi dan komunikasi). Buana Matematika: Jurnal Ilmiah Matematika dan Pendidikan Matematika. 6(2), 37–44.

Asmana, A. T. (2018). Pengembangan rubrik analitik untuk asesmen. Jurnal Elektronik Pembelajaran Matematika. 5(1), 64–77.

Asmana, A. T. (2018). Profil komunikasi matematika tertulis dalam pemecahan masalah matematika di SMP ditinjau dari kemampuan matematika. Inspiramatika I Jurnal Inovasi Pendidikan dan Pembelajaran Matematika. 4(1), 1–12.

Creswell, J. W. (2013). Research design pendekatan kualitatif, kuantitatif, dan mixed. Yogyakarta: Pustaka Pelajar

Dahlan, J. A., & Juandi, D. (2011). Analisis representasi matematik siswa sekolah dasar dalam penyelesaian masalah matematika kontekstual. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam. 16(1),128-138

Dewi, I. (2014). Profil keakuratan komunikasi matematis mahasiswa calon guru ditinjau dari perbedaan gender. Jurnal Didaktik Matematika. 1(2), 1–12

Ernaningsih, Z., & Wicasari, B. (2017). Analysis of mathematical representation, communication and connection in trigonometry. The 2017 International Conference on Research in Education, 45–57.

Farahhadi, S. D., & Wardono, W. (2019). Representasi matematis dalam pemecahan masalah. In PRISMA: Prosiding Seminar Nasional Matematika. (2), 606–610.

Feriyanto, F. (2019). Analisis kemampuan representasi matematis mahasiswa dalam menyelesaikan soal program linear ditinjau dari perbedaan gender. Seminar Nasional Penelitian Dan Pengabdian Masyarakat LP4MP Universitas Islam Majapahit, (2),90–97.

Istiqomah, Tandililing, E., & Hartoyo, A. (2016). Kemampuan komunikasi dan representasi matematis dalam pembelajaran berbantuan lembar kerja siswa berbasis teori bruner. Khatulistiwa: Jurnal Pendidikan dan Pembelajaran, 5(4), 1-14.

Junita, R. (2016). Kemampuan representasi dan komunikasi matematis peserta didik SMA ditinjau dari prestasi belajar dan gaya kognitif. PYTHAGORAS: Jurnal Pendidikan Matematika, 11(2), 193-206.

Laamena, C. M. (2019). Strategi scaffolding berdasarkan gaya belajar dan argumentasi siswa: Studi kasus pada pembelajaran pola bilangan. Barekeng: Jurnal Ilmu Matematika dan Terapan, 13(2), 085-092.

Laamena, C. M., & Laurens, T. (2021). Mathematical literacy ability and metacognitive characteristics of mathematics pre-service teacher. Infinity Journal, 10(2), 259-270.

Laamena, C. M., & Nusantara, T. (2019). Prospective mathematics teachers’argumentation structure when constructing a mathematical proof: The importance of backing. Beta: Jurnal Tadris Matematika, 12(1), 43-59.

Lestari, W. (2017). Pengaruh kemampuan awal matematika dan motivasi belajar terhadap hasil belajar matematika. Jurnal Analisa, 3(1), 76-84.

Mainali, B. (2021). Representation in teaching and learning mathematics. International Journal of Education in Mathematics, Science and Technology, 9(1), 1–21.

Mason, J., Burton, L., & Stacey, K. (2010). Thinking mathematically second edition. England: Pearson Education Limited.

Mataheru, W. (2019). Proses kognitif dalam pemecahan masalah. Bandung: Alfabeta

NCTM. (2000). Principles and standards for school mathematics. USA: The National Council of Teachers of Mathematics, Inc.

Rahmawati, D., Purwanto, Subanji, Hidayanto, E., & Anwar, R, B. (2017). Process of mathematical representation translation from verbal into graphic. International Electronic Journal of Mathematics Education, 12(3), 367-381.

Rahayu, E.S., & Naila, R. (2019). Analisis kemampuan pemecahan masalah matematik siswa SMK di kota cimahi pada materi program linear. Inomatika: Jurnal Inovasi Matematika, 1(1), 70-80.

Ratumanan, T. G., & Laurens, T. (2015). Penilaian hasil belajar pada tingkat satuan pendidikan. Yogyakarta: Pensil Komunika

Ratumanan, T. G., Ayal, C. S., & Tupamahu, P. Z. (2022). Mathematical representation ability of mathematics education study program students. JUPITEK: Jurnal Pendidikan Matematika, 5(1), 50-59.

Solihah, S., Hendriana, H., & Maya, R. (2018). Enhancing the mathematical communication ability and self-confidence of junior high school students using brain-based learning. Mathematics Education Journal, 2(2), 75-82. https://doi.org/10.22219/mej.v2i2.6491

Sugiyono. (2019). Metode penelitian pendidikan (kuantitatif, kualitatif dan kombinasi, R&D dan penelitian pendidikan). Bandung: Alfabeta

Suhaedi, D. (2012). Peningkatan kemampuan komunikasi matematis siswa SMP melalui pendekatan pendidikan matematika realistik. Prosiding: Seminar Nasional Matematika dan Pendidikan Matematika. 191-202.

Sukmaningthias, N., & Hadi, A. R. (2016). Improve analytical thinking skill and mathematical representation of the students through math problem solving. 3rd International Conference on Research, Implementation and Education of Mathematics and Science. 449-454.

Villegas. J. L., Castro, E., & Gutiérrez, J. (2009). Representations in problem-solving: A case study with optimization problems. Electronic Journal of Research in Educational Psychology, 7(17), 279–308.




DOI: https://doi.org/10.24815/jdm.v10i1.29376

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Pieter Zakarias Tupamahu, Christina Laamena

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Jurnal Didaktik Matematika

ISSN 2355–4185 (print) | 2548–8546 (online)

Published by:

Universitas Syiah Kuala incorporated with the Indonesian Mathematics Educators Society (I-MES)

Mathematics Education Department Faculty of Teacher Training and Education, Universitas Syiah Kuala, Darussalam, Banda Aceh, Indonesia - 23111

Website : http://jurnal.usk.ac.id/DM/ 
Email     : jurnal.jdm@usk.ac.id 

Creative Commons License

Jurnal Didaktik Matematika by Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.