KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MTs DALAM MENYELESAIKAN MASALAH KONTEKSTUAL DITINJAU DARI PERBEDAAN GENDER

• Main Author: Intan Indah Sari, - (Author)
• Format: Book
• Published: 2022-01-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/72171/7/S_MAT_1604600_Title.pdf; http://repository.upi.edu/72171/2/S_MAT_1604600_Chapter%201.pdf; http://repository.upi.edu/72171/3/S_MAT_1604600_Chapter%202.pdf; http://repository.upi.edu/72171/4/S_MAT_1604600_Chapter%203.pdf; http://repository.upi.edu/72171/5/S_MAT_1604600_Chapter%204.pdf; http://repository.upi.edu/72171/6/S_MAT_1604600_Chapter%205.pdf; http://repository.upi.edu/72171/1/S_MAT_1604600_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Kemampuan komunikasi matematis merupakan salah satu kemampuan yang harus dimiliki peserta didik di abad 21 ini. Berdasarkan Kemdikbud (2017) kemampuan yang harus dimiliki peserta didik adalah kemampuan 4C (Critical thinking and Problem solving, Communication, Collaboration, Creative and Innovative). Kemampuan komunikasi matematis penting karena pemahaman siswa akan berkembang ketika mereka mengomunikasikan strategi atau metode penyelesaian masalah yang mereka terima. Kemampuan komunikasi matematis merupakan kemampuan dalam mengomunikasikan ide matematis mereka ke dalam bentuk lisan ataupun tulisan. Penelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis peserta didik dalam menyelesaikan masalah kontekstual ditinjau dari perbedaan gender di salah satu pondok pesantren di Pandeglang. Pendekatan yang digunakan adalah kualitatif dengan metode deskriptif. Sampel yang diambil menggunakan teknik Purposive Sampling dengan mengambil enam peserta didik, baik putra maupun putri yang memiliki kemampuan awal matematika tinggi, sedang dan kurang untuk mengerjakan masalah matematika kontekstual materi bangun datar di kelas VII. Teknik analisis data didasarkan pada penskoran jawaban siswa dan indikator kemampuan komunikasi matematis, yang meliputi mampu memahami maksud dari soal, mampu untuk menuangkan ide/ gagasan mereka ke dalam bahasa matematika serta mampu dalam mengomunikasikan (menjelaskan) ide/ gagasan matematik mereka. Berdasarkan dari hasil penelitian ini dapat diketahui bahwa kemampuan peserta didik dibagi menjadi dua kategori, yaitu baik dan cukup. Hasil dari wawancara diketahui bahwa banyak dari peserta didik yang kurang mampu dalam menjelaskan ide/ gagasan matematik mereka. Perbedaan jawaban juga terlihat dari jawaban peserta didik putra dan putri. Peserta didik putra cenderung menjawab dengan lugas dan singkat, sedangkan peserta didik putri cenderung menjawab dengan detail dan berbelit-belit. Kata Kunci: Kemampuan komunikasi matematis, Masalah kontekstual, Perbedaan gender ABSTRACT Intan Indah Sari. (1604600). Mathematical Communication Ability of MTs Students in Solving Contextual Problems in View of Gender Differences. Mathematical communication ability is one of the abilities that students must have in the 21st century. Based on the Ministry of Education and Culture (2017) the ability that must be possessed by students is the 4C ability (Critical thinking and Problem solving, Communication, Collaboration, Creative and Innovative). Mathematical communication ability is important because it grows students' understanding when they communicate the strategies or problem solving methods they receive. Mathematical communication ability is the ability to communicate their mathematical ideas in spoken or written form. This research aims to determine the mathematical communication ability of students in solving contextual problems in view of gender differences in one of the Islamic boarding schools in Pandeglang. The approach used is a qualitative with a descriptive method. The sample was taken using the Purposive Sampling technique by taking six students, both boys and girls who have high, medium and low early mathematical abilities to work on contextual math problems with two-dimentional figure in grade VII. Data analysis techniques was based on scoring student answers and indicators of mathematical communication skills, which include being able to understand the meaning of the questions, being able to pour their ideas into mathematical language and being able to communicate (explain) their mathematical ideas. Based on the results of this research, it can be seen that the ability of students is consist of two categories, namely good and sufficient. However, students have different achievements for each indicator. The results of the interviews showed that many of the students were less able to explain their mathematical ideas. The difference in answers can also be seen from the answers of male and female students. Male students tend to answer in a straightforward and concise manner, while female students tend to answer in detail and convoluted. Keywords: Mathematical communication ability, Contextual problems, Gender Differences