Equivalent:
Jurnal Ilmiah Sosial Teknik
Vol. 5, No. 1, January 2023
ANALYSIS OF CLASS VII STUDENTS' MATHEMATICAL COMMUNICATION ABILITY IN
ALGEBRA CALCULATING OPERATIONS
Virginia Paulina Engelina, Dadang Rahman Munandar
Universitas
Singaperbangsa Karawang, Jawa Barat, Indonesia
Email: virginiapaulina6@gmail.com,
drdadangrahman@gmail.com
Abstract
The problem is that teachers
dominate class communication by explaining concepts, showing examples, and
directing questions and answers. This study aims to analyze
the communication skills of junior high school students in solving algebraic
arithmetic operations. The research was conducted on class VIII students of SMP
Negeri 1 Rawamerta for the
2022/2023 academic year. The method used in this research is qualitative, with
a descriptive approach. Data collection in this study was carried out by
providing mathematical communication ability test instruments used by previous
researchers. Based on the data analysis that has been done, the percentage of
students communicative abilities in the average score for solving algebraic
arithmetic problems is 14.58%. Understanding communication in completing
algebraic arithmetic operations for class VIII students of SMP Negeri 1 Rawamerta needs to be
more profound.
Keywords: Mathematics;
Mathematical Communication; Student.
Introduction
Mathematics is a subject that is
studied at every level of education. Mathematics has become a fundamental
science that has a crucial role in training students' abilities to solve
problems in life. Therefore mathematics is no stranger to humans because
mathematics is a subject at every level of education. Pursuing mathematics is
not just memorizing a formula but requires understanding to learn what material
is being studied and is expected to have mathematical abilities that can be
used in life.
Mathematics has a crucial role in the
current development of science and technology. It can be seen from the
development of science and technology, which is part of mathematics
participation. (Cemerlang, n.d.) reveals that mathematics lessons at school
aim not only for students to know the mathematical module being explained but
other vital purposes, namely that students have reasoning abilities,
communication, connections, mathematical representations and solutions to
mathematical problems, and attitudes. That is mandatory for students to get
after studying mathematics (Rizki, 2008).
Communication is a social process by
which students connect, share information, and promote each other's progress.
According to (Sihotang, Syofra, Sirait, & Rahmayanti, 2022), Mathematical
communication is how students express and explain mathematical ideas orally or
in writing in the form of pictures, tables, diagrams, formulas or
demonstrations. From the meaning of communication described, it can be
summarized that mathematical communication means processes or social activities
carried out by exchanging information, ideas or ideas, and mathematical
understanding between one person and another.
(Rinaldy, 2021) In mathematics lessons, indicators of
mathematical communication skills can range from (1) the ability to express and
visualize mathematical ideas through oral, written, and demonstrations; to (2)
understanding, interpreting, and evaluating oral and written mathematics. Other
visual formats, Thinking ability; (3) Ability to express ideas, describe
relationships, and simulate situations using terminology, mathematical symbols,
and structures.
According to (Supardi, Khairiyah, & Fitriani, 2022), traditional teaching
methods commonly used in teaching mathematics in Indonesia have few
opportunities to exchange ideas. Teachers dominate class communication by
explaining concepts, giving examples, directing questions and answers, or
having discussions. It has been shown in research by (Supardi et al., 2022) that students do not use
mathematics as a language to solve problems. Respondents who pay attention only
to a small part of the text when trying to explain the reasoning behind a
statement will say that this section needs symbols but provides supporting
evidence (Lestari & Suryadi, 2020) and (Yusnia & Fitriyani, 2017).
Based on what has been explained
above, the researcher is motivated to conduct a study to analyze further
"Analysis of Mathematical Communication Ability of Class VII Students in
Algebraic Computing Operation Material".
Research methods
his research is qualitative research using descriptive
methods. Qualitative research is research to study, find, describe, and reveal
the quality of the origin of social impacts that cannot be explained, measured
or described through a quantitative approach (Haryati, 2012) dan (Supardi et al., 2022).
According to (Narbuko & Ahmadi, 2018), descriptive
research means research that explains current problem-solving based on the data
used to present, analyze and interpret it. Based on this definition,
qualitative research produces descriptive data to obtain a complete
illustration of a thing or phenomenon derived from reality and according to the
person and object to be studied to achieve the original purpose of this
research.
This study aims to analyze the level of understanding of
junior high school students in solving problems related to algebraic arithmetic
operations. This research was conducted at SMPN 1 Rawamerta
for the 2022/2023 academic year. The subjects of this study were 16 students of
class VIII. The object of this research is the ability of mathematical
communication. The data collection method for this research is an essay
question instrument relevant to indicators of mathematical communication
ability using the subject of algebraic arithmetic operations (Marcella, 2022).
The criteria for evaluating mathematical communication
abilities originating from the journals (Aziz & Sudihartinih, 2021) can be reviewed in the
following table:
Table 1. Criteria Giving Score
Mathematical Communication Ability
With the following formula:
x = a/b × 100%
Information:
x = Percentage of Points for correct answers
a = Correct answer points
b = Maximum possible points achieved
Then the percentage score obtained is then interpreted
to determine the level of the student's ability to understand concepts (Adnan, Ridwan, & Fildzah, 2016). The criteria are shown
in the score criteria table below:
Table 2. Criteria for
Mathematical Communication Ability Score
Results and Discussion
This research was conducted at SMP
Negeri 1 Rawamerta for the 2022/2023 academic year in class VIII J with 16
students. The researcher gave the students five essay questions derived from a
mathematical communication indicator. The following table summarizes the
percentage of students' mathematical communication skills at SMPN 1 Rawamerta,
namely:
Table
3. Percentage Summary of Mathematical Communication Ability
The average percentage of students'
overall understanding of the concept was 14.58%. Therefore, students'
mathematical communication skills in solving algebraic operations could be more
profound.
Then analyze
the images derived from student answers in solving questions related to using
the following algebraic arithmetic operations:
A.
Indicators: The ability to present
pictures of natural objects and diagrams in the form of ideas or mathematical
symbols.
(The formula for the volume of a block = length x width x
height)
Image
1.
From the results of the analysis of
student's answers for each indicator, a percentage score of 0% was produced.
The first indicator, presenting natural objects, images, and diagrams as ideas
or mathematical symbols, must be categorized as very low. The following is a
description of the ability to understand question no 1.
Figure 2. Wrong answer
Figure 2 needs to be corrected for the
student answers. Students have not been able to present natural objects in
images. As shown in Figure 2, students could not answer the questions.
Problem Number 3: Rina's father made
Rina a table with a rectangular surface with a length of 5x and a width of 3y.
Figure 3.
1. Buat gambar permukaan meja belajar Rina hingga mudah dipahami.
2. Susunlah model matematika guna menghitung keliling serta luar permukaan meja belajar Rina
In question number 3, with the first indicator, the students
also needed help to work on the questions. Figure 4 is the student's wrong
answer. Students have not been able to present natural objects in images.
Figure 4. Wrong Answer
B. Indicators:
Delivering back descriptions or paragraphs of mathematics in their language.
Problem Number
2: Make a mathematical description of the algebraic form 2x + x + 5x + 4y with
everyday events.
From the
analysis of student's answers for the second indicator, a percentage score of
0% was obtained, which means that the second indicator was categorized as very
low. The following describes students' abilities in the second indicator for
question no 2.
Figure 5. Wrong Answer
In Figure 5, students answered incorrectly because the communication
response needed to be more efficient and misinterpreted. Therefore, students
have not been able to fulfil the indicators of conveying more descriptions or
paragraphs of mathematics in their language.
C.
Indicator: The ability to say
everyday events in language or mathematical symbols or construct a mathematical
model of an event
Problem Number 4: Lina went to the supermarket with her mother one Sunday.
Lina bought six books and three pencils. After arriving home, Lina gave her
sister four books and two pencils. On Tuesday, Lina went to buy six books and
four pencils, the same as the books and pencils she purchased on Sunday. Make
an algebraic math model and find out how many books and pencils Lina has.
From the analysis of student's answers for the third indicator, a
percentage score of 43.75% was obtained, which means that the third indicator
was categorized as sufficient. The following describes students' abilities on
the third indicator for question no 4.
Figure 6. Correct Answer
Problem 4 requires students to be able to state everyday events or
construct mathematical models of events in language or mathematical symbols.
Below are answers from students who met those metrics. In the responses,
students are seen being able to say everyday events in language or mathematical
notation or form a mathematical model of events.
Figure 7. Wrong Answer
Figure 7 needs to be corrected for the student's answers. Students have
not fulfilled the third indicator, namely the ability to say events in
mathematical symbols or formulate a mathematical model of an event (Ariawan & Rufus,
2017).
As shown in Figure 7, the student's answers were blank, or the students did not
answer question number 4.
Question Number 5: The difference in the ages of Dedi and Tara is five
years, while the sum of the ages of Dedi and Tara is 18 years. Make a
mathematical model of the algebraic form of the statement.
Figure 8. Correct Answer
In question 5, with the third indicator, students can solve the problem
correctly. Figure 8 is the student's correct answer. Students can complete the
ability to express everyday events or mathematical models that form events in
language or mathematical notation (Umar, 2012).
Figure 9. Wrong Answer
Figure 9 needs to be corrected for the student's answers. Students have
not been able to fulfil the third indicator. As shown in Figure 9, the
student's answers were blank, or the students did not answer question number 5 (Hodiyanto, 2017).
From the description above, students' mathematical communication skills in
algebraic arithmetic operations are still categorized as very low.
Conclusion
The conclusion from the description of the research results
and discussion is that the average percentage score of students' understanding
of SMPN 1 Rawamerta class VIII J in solving algebraic
arithmetic operations material questions can be categorized as very low with a
score percentage of 14.58%. The ratio obtained for the first indicator is 0%,
which is classed as very low, and the percentage score for the second indicator
is 0%, categorized as very low. And the percentage score for the third
indicator is 43.75% which is classified as sufficient. This shows that students
are superior in the third indicator, namely the ability to say everyday events
in language or mathematical symbols or construct mathematical models of events.
And it can be seen that the average score of all questions
from all students is in the shallow category with a percentage of 14.58%. The
reason why students still make many mistakes can be seen from the students'
answers; namely, students need help understanding the material concept of
algebraic arithmetic operations. Even though understanding the picture is very
crucial for the development of students because if students already know the
idea of using it properly and correctly, students can solve problems on
existing questions. Students' skills could be better in drawing conclusions,
resulting in students answering questions without clear reasons. So, this needs
to be more relevant to the existing mathematical communication indicators used
by researchers.
To overcome this, students should train and hone their
abilities more by doing exercises on algebraic arithmetic operations material
so that students are better at working on problems and can improve their
mathematical communication skills.
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