KEMAMPUAN KOMUNIKASI MATEMATIS PADA SISWA KELAS VIII SMP DITINJAU DARI GAYA BELAJAR DAN SELF REGULATED LEARNING

• Main Author: Nazla Nurul Aulia Panggabean, - (Author)
• Format: Book
• Published: 2023-01-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/88337/1/T_MTK_1906970_Title.pdf; http://repository.upi.edu/88337/8/T_MTK_1906970_Chapter1.pdf; http://repository.upi.edu/88337/3/T_MTK_1906970_Chapter2.pdf; http://repository.upi.edu/88337/4/T_MTK_1906970_Chapter3.pdf; http://repository.upi.edu/88337/5/T_MTK_1906970_Chapter4.pdf; http://repository.upi.edu/88337/6/T_MTK_1906970_Chapter5.pdf; http://repository.upi.edu/88337/7/T_MTK_1906970_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Penelitian ini bertujuan untuk memperoleh deskripsi mengenai bentuk komunikasi matematis siswa ditinjau dari gaya belajar dan self regulated learning pada siswa kelas VIII SMP. Penelitian ini menggunakan metode kualitatif dengan pendekatan fenomenologi. Subjek penelitian ini adalah siswa kelas VIII di salah satu SMP Negeri di Kabupaten Ciamis yang melibatkan 28 siswa. Kriteria pemilihan subjek didasarkan pada tipe gaya belajar siswa (auditori, visual dan kinestetik) dan tingkat self regulated learning siswa (tinggi, sedang dan rendah). Teknik pengumpulan data melalui angket gaya belajar, angket self regulated learning, pemberian tes kemampuan komunikasi matematis dan wawancara. Data yang sudah terkumpul dianalisis dengan metode analisis data Miles dan Huberman, yakni tahap reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa; Kemampuan komunikasi matematis siswa ditinjau dari gaya belajar dan self regulated learning pada materi segiempat diperoleh delapan kategori yaitu siswa dengan gaya belajar visual dan self regulated learning kategori tinggi memiliki kemampuan komunikasi matematis kategori tinggi, siswa dengan gaya belajar visual dan self regulated learning kategori sedang memiliki kemampuan komunikasi matematis kategori tinggi, siswa dengan gaya belajar visual dan self regulated learning kategori rendah memiliki kemampuan komunikasi kategori rendah. Kemudian, siswa dengan gaya belajar auditori dan self regulated learning kategori sedang memiliki kemampuan komunikasi matematis kategori sedang, siswa dengan gaya belajar auditori dan self regulated learning kategori rendah memiliki kemampuan komunikasi matematis kategori rendah. Siswa dengan gaya belajar kinestetik dan self regulated learning kategori tinggi memiliki kemampuan komunikasi matematis kategori tinggi, siswa dengan gaya belajar kinestetik dan self regulated learning dengan kategori sedang memiliki kemampuan komunikasi matematis kategori sedang dan siswa dengan gaya belajar kinestetik dan self regulated learning kategori rendah memiliki kemampuan komunikasi matematis kategori rendah. This study aims to obtain a description of the form of students' mathematical communication in terms of learning styles and self-regulated learning in class VIII students of junior high school. This study uses a qualitative method with a phenomenological approach. The subjects of this study were class VIII students at one of the public junior high schools in Ciamis Regency which involved 28 students. Subject selection criteria are based on the type of student learning style (auditory, visual and kinesthetic) and the level of student self-regulated learning (high, medium and low). Data collection techniques through learning style questionnaires, self-regulated learning questionnaires, giving tests of mathematical communication abilities and interviews. The data that has been collected is analyzed using the data analysis method of Miles and Huberman, namely the stages of data reduction, data presentation and drawing conclusions. The research results show that; Students' mathematical communication abilities in terms of learning styles and self-regulated learning on quadrilateral material obtained eight categories, namely students with visual learning styles and high categories of self-regulated learning have high category mathematical communication abilities, students with visual learning styles and self-regulated learning medium categories have the ability high category of mathematical communication, students with visual learning styles and low category self regulated learning have low category of communication skills. Then, students with auditory learning styles and self-regulated learning medium category have medium category mathematical communication abilities, students with low category auditory learning styles and self regulated learning have low category mathematical communication abilities. Students with kinesthetic learning styles and self-regulated learning in the high category have high category mathematical communication abilities, students with kinesthetic learning styles and self-regulated learning in the medium category have moderate category mathematical communication abilities and students with kinesthetic learning styles and low self-regulated learning have the ability low category mathematical communication