MATHEdunesa最新文献_第2页

Translasi Representasi Matematis Siswa SMP dalam Menyelesaikan Masalah Ditinjau Berdasarkan Kemampuan Matematika 基于数学能力的初中生问题解决中的数学表征翻译

MATHEdunesa Pub Date : 2023-07-17 DOI: 10.26740/mathedunesa.v12n2.p506-521

Erni Agustina Sari, S. Susanah

{"title":"Translasi Representasi Matematis Siswa SMP dalam Menyelesaikan Masalah Ditinjau Berdasarkan Kemampuan Matematika","authors":"Erni Agustina Sari, S. Susanah","doi":"10.26740/mathedunesa.v12n2.p506-521","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p506-521","url":null,"abstract":"This study aims to analyze the translation of mathematical representations of verbal problems. Three grade VIII students of junior high school were selected as subjects based on the results of the task of translation ability of mathematical representation. Assignments in the form of algebraic problems were given to subjects and then task-based interviews were carried out. The translation indicator of the mathematical representation used to analyze the results of problem solving and interviews consists of four stages, namely unpacking the source, preliminary coordinator, constructing the target, and determining equivalence. The results of this study indicate that high ability students solve problems well. At the unpacking stage, the source is translated using verbal representations, coordinating understanding is translated using visual and symbolic representations, constructing the target goals is translated using symbolic representations, and in determining suitability is translated using verbal representations. Students with ability are solving problems well but there are still errors at the stage of coordinating initial understanding and constructing target goals. Students disassemble the source translated using verbal and symbolic representations, coordinate the initial understanding translated using visual and symbolic representations, construct the target goals translated using symbolic representations, and determine the suitability of being translated using verbal representations. Low ability students cannot continue solving problems. As for the translation of the subject's representation in disassembling the source is translated using verbal representations, coordinating the initial understanding is translated using visual and symbolic representations, not constructing the target goals, and using verbal representations when determining the suitability of being translated.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ Argumentation through Mathematical Literacy Problems Based on Mathematical Abilities 基于数学能力的学生数学素养问题论证

MATHEdunesa Pub Date : 2023-07-12 DOI: 10.26740/mathedunesa.v12n2.p469-486

Yaffi Tiara Trymelynda, Rooselyna Ekawati

{"title":"Students’ Argumentation through Mathematical Literacy Problems Based on Mathematical Abilities","authors":"Yaffi Tiara Trymelynda, Rooselyna Ekawati","doi":"10.26740/mathedunesa.v12n2.p469-486","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p469-486","url":null,"abstract":"Argumentation is an essential mathematical skill employed in mathematical literacy. Argumentation is an individual's ability to think critically to provide reasons based on facts to make conclusions that solve problems. A qualitative approach is used in this study to describe students' argumentation in solving mathematical literacy problems based on mathematics ability level. The research subjects were three twelfth-grade students: one with high mathematics ability, one with moderate mathematics ability, and one with low mathematics ability, which was selected purposively. Data are collected through mathematical literacy problem tests and interviews. The data are analyzed using McNeill and Krajcik's argumentation components: claim, evidence, reasoning, and rebuttal in solving mathematical literacy problems. The results showed that students with high mathematical abilities could formulate and perform the procedures at the evidence indicator; connect information for reasoning indicators; provide general solutions, represent and assess the mathematical solutions at the rebuttal indicators; and make a correct claim. Students with moderate mathematical ability could apply mathematical concepts although made a miscalculation at the evidence indicator; connect information for reasoning indicators; provide partially correct solutions; represent and evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; and make a correct claim. Meanwhile, students with low mathematical ability miss a crucial concept and make miscalculations at the evidence indicator; connect information for reasoning indicators; provide and represent partially correct solutions but cannot evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; provide a correct claim. Keywords: Argumentation, McNeill Argumentation, Mathematical Literacy Problems, Mathematical Abilities.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

High School Students' Combinatorial Thinking in Solving Combinatoric Problems Based on Mathematical Ability 基于数学能力的高中生解决组合问题的组合思想

MATHEdunesa Pub Date : 2023-07-11 DOI: 10.26740/mathedunesa.v12n2.p450-468

Mohamad Haris Khunaifi, Susanah Susanah

{"title":"High School Students' Combinatorial Thinking in Solving Combinatoric Problems Based on Mathematical Ability","authors":"Mohamad Haris Khunaifi, Susanah Susanah","doi":"10.26740/mathedunesa.v12n2.p450-468","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p450-468","url":null,"abstract":"The purpose of this research is to describe the combinatorial thinking of high school students in solving combinatoric problems based on mathematical ability. Combinatorial thinking is a basic thinking ability that must be continuously developed towards critical thinking abilities and skills, so as to build one's knowledge or arguments and experiences. This research is a descriptive study using a qualitative approach. The research subjects consisted of three 16-year-old students who had studied probability material for class X and had high, medium, and low mathematical abilities. The data in this study were obtained through combinatoric problem assignments and task-based interviews. The data obtained will be analyzed by reducing data, presenting data, and drawing conclusions. The results of the study show that: (a) high-ability students' combinatorial thinking starts from Formulas/Expressions → Counting Processes → Sets of Outcomes → Expressions → Counting Processes → Sets of Outcomes → Counting Processes → Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and using two types of verification strategies. (b) medium-ability students' combinatorial thinking starts from Expressions → Sets of Outcomes → Formulas → Counting Processes → Sets of Outcomes → Counting Processes → Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and uses one type of verification strategy. (c) low-ability students' combinatorial thinking starts from Expressions → Sets of Outcomes → Counting Processes → Sets of Outcomes in which some indicators of the level of combinatorial thinking are met and do not use verification strategies.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Proses Berpikir Kreatif Siswa SMP dalam Menyelesaikan Masalah Matematika Open-Ended Ditinjau dari Kemampuan Matematika 从数学能力看初中生解决开放性数学问题的创造性思维过程

MATHEdunesa Pub Date : 2023-07-09 DOI: 10.26740/mathedunesa.v12n2.p388-399

M. Aldi, I. Ismail

{"title":"Proses Berpikir Kreatif Siswa SMP dalam Menyelesaikan Masalah Matematika Open-Ended Ditinjau dari Kemampuan Matematika","authors":"M. Aldi, I. Ismail","doi":"10.26740/mathedunesa.v12n2.p388-399","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p388-399","url":null,"abstract":"Future challenges that are increasingly complex require the competence of graduates who are not only skilled, but also creative. The process of creative thinking has four stages, namely synthesizing ideas, building ideas, planning the implementation of ideas, and implementing ideas. Open-ended math problems are a medium that teachers can use to find out students' creative thinking processes. The purpose of this research is to describe the process of creative thinking of junior high school students in solving open-ended math problems in terms of mathematical abilities. This research is a qualitative descriptive study conducted in 7th grade of SMP Muhammadiyah 2 Taman. The research subject was one student from each category of high, medium and low mathematical ability. Data collection methods used are test and interview methods. The results obtained were that at the stage of synthesizing ideas, subjects with high, medium, and low mathematical abilities did so based on experience in class with known formulas. At the stage of building ideas, subjects with high mathematical abilities considered convenience, subjects with mathematical abilities considered other ways, and subjects with low mathematical abilities considered logic. At the stage of planning the implementation of the idea of a high ability subject and is doing it smoothly and productively, the low math ability subject is doing it inefficiently. As well as at the stage of applying the idea, the subject of high mathematical ability fulfilled the creative thinking aspects of fluency, flexibility, and novelty, the subject of medium mathematical ability fulfilled the aspect of flexibility, and novelty, the subject of low mathematical ability only fulfilled the aspect of flexibility.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Horizontal and Vertical Mathematization Processes of Junior High School Students in Solving Open-Ended Problems 初中生解决开放性问题的横向和纵向数学化过程

MATHEdunesa Pub Date : 2023-07-09 DOI: 10.26740/mathedunesa.v12n2.p400-413

Rania Izzah, Rooselyna Ekawati

{"title":"Horizontal and Vertical Mathematization Processes of Junior High School Students in Solving Open-Ended Problems","authors":"Rania Izzah, Rooselyna Ekawati","doi":"10.26740/mathedunesa.v12n2.p400-413","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p400-413","url":null,"abstract":"Mathematization is converting information from problems into mathematical models. The mathematization process is divided into horizontal and vertical mathematization. This descriptive qualitative research aimed to describe junior high school students' horizontal and vertical mathematization process in solving open-ended problems. The subjects are three students with good, medium, and poor mathematical problem-solving abilities. The instruments used were interview guidelines, mathematical problem-solving ability tests, and open-ended problem tests with topics area and perimeter of rectangles and circles. This research shows the horizontal and vertical mathematization process in solving open-ended problems. The horizontal mathematization process was; identifying the information and topics area and perimeter from the problem; representing the problem into some rectangle and circle figures and expressing the problem in the subject’s own words; writing the mathematics language; finding the regularity of the relations to find the possible solutions; and making mathematical models. The vertical mathematization process was; using mathematical representations with symbols and formulas related to the area and perimeter of rectangles and circles; using formal algorithms; customizing and combining some models to get the correct answers; making logical arguments to support the solution and other possible solutions that suit the problem; and generalizing the solution using the concepts of area and perimeter of rectangles and circles to solve similar problems. Every student may have different strategies and solutions when solving open-ended problems.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"100 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Komunikasi Matematis Siswa SMP dalam Menyelesaikan Soal PLSV ditinjau dari Tipe Kepribadian Extrovert dan Introvert 从外向型和内向型人格看初中生解决 PLSV 问题时的数学交流

MATHEdunesa Pub Date : 2023-07-09 DOI: 10.26740/mathedunesa.v12n2.p434-449

Nanda Sasvira Wulandari, Rooselyna Ekawati

{"title":"Komunikasi Matematis Siswa SMP dalam Menyelesaikan Soal PLSV ditinjau dari Tipe Kepribadian Extrovert dan Introvert","authors":"Nanda Sasvira Wulandari, Rooselyna Ekawati","doi":"10.26740/mathedunesa.v12n2.p434-449","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p434-449","url":null,"abstract":"Mathematical communication is necessary for students in the process of learning mathematics because through communication students can express, interpret and conclude mathematical ideas both in writing and orally. Meanwhile, the differences in personality types possessed by each student are extrovert personality types and introvert personality types. The results of the study show that (1) students with extroverted personality types tend not to include initial solutions and tend to rush when solving word problems in written mathematical communication. Whereas in oral mathematical communication, extrovert students tend not to be careful in reading the questions and tend to understand things smoothly and believe that the answers given are correct; (2) students with introverted personality types tend to be incomplete in writing down what is known and asked about the questions and tend to be careless when working on word problems because there are errors when performing arithmetic operations on written mathematical communication. Whereas in oral mathematical communication, introverted students tend to be careful and answer questions carefully by looking at the questions again. And introverted students tend to be incomplete in giving what is asked in the questions. It can be concluded that extrovert students are able to fulfill 3 indicators of written and oral mathematical communication, while introverted students are able to fulfill 2 indicators of written and able to fulfill 3 indicators of oral communication.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Profil Keterampilan Berpikir Tingkat Tinggi Siswa SMP dalam Menyelesaikan Soal AKM Konten Aljabar Ditinjau dari Gaya Kognitif 基于认知风格的初中生解决代数内容的 AKM 问题的高层次思维能力概况

MATHEdunesa Pub Date : 2023-07-09 DOI: 10.26740/mathedunesa.v12n2.p414-433

Grisa Fima Nurandika, Rooselyna Ekawati

{"title":"Profil Keterampilan Berpikir Tingkat Tinggi Siswa SMP dalam Menyelesaikan Soal AKM Konten Aljabar Ditinjau dari Gaya Kognitif","authors":"Grisa Fima Nurandika, Rooselyna Ekawati","doi":"10.26740/mathedunesa.v12n2.p414-433","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p414-433","url":null,"abstract":"Higher-order thinking skills (HOTS) are vital skills that must be possessed. HOTS is a cognitive process that includes the levels of analyze (C4), evaluate (C5), and create (C6). The government's effort to improve HOTS is by promoting AKM. One of the factors that affect thinking skills is cognitive style. In mathematics, abstract ideas are often represented in the form of visual and verbal symbols. A Cognitive style that is associated with differences in visual and verbal reception of information is known as the visualizer-verbalizer cognitive style. This study is descriptive-qualitative research that aims to describe the profile of higher-order thinking skills of JHS students in solving AKM problems algebra content in terms of visualizer and verbalizer's cognitive style. The subjects of this study consisted of 2 students of grade IX with each visualizer and verbalizer student who had equal mathematical ability and the same gender. Research data collection techniques with AGK, AKM question tests, and interviews. Results of this study show that HOTS of visualizer at the analyze stage (C4) can identify any information that connected to solve the problem by first imagining the picture of the problem. At the evaluate stage (C5), carry out the process of checking and critiquing to make decisions. And at the create stage (C6), can make a hypothesis based on the result imagined in mind, then make a plan and implement it to obtain results. While verbalizer at the analyze stage (C4) can identify the information presented in the text that connected to solve the problem but less accurate in reading graphs. At the evaluate stage (C5), doesn't check the examination process but immediately makes a decision. And at the create stage (C6), can make a hypothesis based on their thinking then make a plan and implement it to obtain results that match with criteria.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pemecahan Masalah Matematis Kontekstual Open-Ended Ditinjau dari Self-Efficacy Siswa SMP 基于中学生的自我效能的数学上下文问题的解决

MATHEdunesa Pub Date : 2023-07-08 DOI: 10.26740/mathedunesa.v12n1.p335-358

Moch. Alfian Nur Fadhila, Ika Kurniasari

{"title":"Pemecahan Masalah Matematis Kontekstual Open-Ended Ditinjau dari Self-Efficacy Siswa SMP","authors":"Moch. Alfian Nur Fadhila, Ika Kurniasari","doi":"10.26740/mathedunesa.v12n1.p335-358","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n1.p335-358","url":null,"abstract":"Mathematical problem solving is student process in solving mathematical problems based on the steps of understanding the problem, devising a plan, carrying out the plan and looking back. The problems can be in the form of contextual open-ended problems. Students’s mathematical problem solving can vary based on the level of student’s self-efficacy. The aim of this research is to describe the contextual open-ended mathematical problem solving in junior high school students with high self-efficacy and low self-efficacy. The type of this research uses descriptive qualitative which was carried out in one of junior high school in Surabaya city, year 2022/2023. Data collection techniques consist of questionnaires, tests and interviews. The chosen subject is one of high self-efficacy student and low self-efficacy student with equivalent mathematical abilities. Data analysis techniques consist of data condensation, data display and verifying based on Polya problem solving steps. The results show at the understanding the problem step, high self-efficacy students are better at determining the known and unknown than low self-efficacy students. Even so, both restate the problem in detail and explain the conditions of data adequacy clearly. At the devising a plan step, high self-efficacy student has initial experience, whereas low self-efficacy student hasn’t. High self-efficacy student devising and explains more plans than low self-efficacy student. At the step of carrying out the plan, both carry out and explain the steps according to the plan. However, high self-efficacy student use more strategies than low self-efficacy student. At the looking back step, high self-efficacy student crosscheck her solutions, stating her conclusions and mention examples of other problems that can be solved in a similar way. Meanwhile, low self-efficacy student just write and explain conclusions inappropriately.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41993157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Analisis Kesalahan Siswa SMA dalam Menyelesaikan Soal Cerita Matematika SPLTV Berdasarkan Prosedur Newman Ditinjau dari Gaya Belajar 从学习风格的角度分析基于纽曼程序的高中生解决 SPLTV 数学故事问题的错误

MATHEdunesa Pub Date : 2023-07-08 DOI: 10.26740/mathedunesa.v12n2.p359-371

Aini Ayuning Tias, I. Ismail

{"title":"Analisis Kesalahan Siswa SMA dalam Menyelesaikan Soal Cerita Matematika SPLTV Berdasarkan Prosedur Newman Ditinjau dari Gaya Belajar","authors":"Aini Ayuning Tias, I. Ismail","doi":"10.26740/mathedunesa.v12n2.p359-371","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p359-371","url":null,"abstract":"In almost every math lesson, students often experience mistakes when reading and understanding questions. Based on these problems, teachers are required to know students well and understand the different characteristics of each student, one of them is stuudents learning style. Learning style is a unique way that each student has to capture information effectively in a lesson. There are 3 types of learning styles, namely visual learning styles, auditory learning styles, and kinesthetic learning styles. Each student has different learning styles. This study is a qualitative-descriptive study which was purposed to describe students error in solving the Linear Equation Three Variables problems by analizing students errors. The data were collected from the learning style questionnares, students answers according to Newman errors indicator, and interviews. The subjects of this study are three students from thirty six students at tenth grade of Sains 5 Senior High School 1 Sampang. not only from the test, the subjects were interviewed and analized to know the more reasons behind students errors. This study found that students with visual learning style were doing more errors on transformations, the processing skill, and the final answers. Besides, students with auditorial learning style did mistakes on reading, understanding, transforming, processing, and final answers. Lastly, students with kinesthetic learning style were error on understanding, transforming, processing, and final answers writting.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Komunikasi Matematis pada Tugas dalam Buku Teks Matematika SMP Kelas VIII Kurikulum Merdeka Konten Geometri 初中数学教科书中任务的数学交流八年级独立课程几何内容

MATHEdunesa Pub Date : 2023-07-08 DOI: 10.26740/mathedunesa.v12n2.p372-387

Merin Vandira Gatsmir, E. Palupi

{"title":"Komunikasi Matematis pada Tugas dalam Buku Teks Matematika SMP Kelas VIII Kurikulum Merdeka Konten Geometri","authors":"Merin Vandira Gatsmir, E. Palupi","doi":"10.26740/mathedunesa.v12n2.p372-387","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p372-387","url":null,"abstract":"Mathematical communication is the process of expressing mathematical ideas through drawings, symbols, and other to clarify mathematical problems. One of the efforts to enhance students' mathematical communication is through tasks in the mathematics textbook. The purpose of this research is to analyze and describe mathematical communication in tasks within the grade VIII mathematics textbook of the Merdeka Curriculum, specifically focusing on geometry content. This research is a qualitative content analysis. The object of this research is the tasks related to geometry content in the grade VIII mathematics textbook published by the Ministry of Education, Culture, Research, and Technology and Erlangga. The tasks are classified into activities or exercises using a task classification sheet, and the occurrence of mathematical communication indicators in each task is collected using a classification sheet. The results showed that the tasks in the grade VIII mathematics textbook published by Ministry of Education, Culture, Research, and Technology and Erlangga contains all indicators of mathematical communication. These indicators include communicating problem-solving strategies (66,7% & 63,9%), communicating ideas and problem solutions (100% for both), communicating students' mathematical thinking coherently (47,9% & 40,3%), communicating students' mathematical thinking clearly (17,7% & 36,1%), analyzing other people's mathematical thinking and strategies (6,3% & 2,8%), evaluating other people's mathematical thinking and strategies (2,1% & 1,4%), using mathematical symbols and terms to express mathematical ideas (100% & 97,2%), using tables and drawings to express mathematical ideas (12,5% for both), and using students’ own language/sentences to express mathematical solutions (61,5% & 59,7%).","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0