Analisis Kemampuan Representasi Matematis Ditinjau Dari Tingkat Kemampuan Siswa Dalam Penyelesaian Masalah Bentuk Aljabar Di SMPN 4 TanjungTahun Ajaran 2021/2022

Rosfita Karolina; Laila Hayati; Junaidi Junaidi; Arjudin Arjudin

doi:10.29303/griya.v2i4.255

Rosfita Karolina Universitas Mataram
Laila Hayati Universitas Mataram
Junaidi Junaidi Universitas Mataram
Arjudin Arjudin Universitas Mataram

DOI: https://doi.org/10.29303/griya.v2i4.255

Keywords: Mathematical Representation, problem-solving, Algebraic Operations

Abstract

This study aims to describe the ability of mathematical representation in solving algebraic problems in terms of the ability level of students at SMPN 4 Tanjung, the Academic Year 2021/2022. The type of research used is descriptive qualitative. The sample used was 27 students with the sampling technique used was purposive random sampling. Data collection techniques were carried out through tests and interviews. Based on the results of student test analysis, it was found that (1) the number of subjects in the high category was 6 students, indicating that the visual, symbolic, and verbal indicators were able to solve problems correctly and completely (2) the number of subjects in the medium category was 9 students. , shows that the visual, symbolic, and verbal indicators can state the problem but are incomplete (3) Furthermore, the number of subjects in the low category is 12 students, indicating that students have not been able to achieve the indicators of symbolic and verbal mathematical representation ability. The results of the research on students' mathematical representation abilities are 44.65%, the percentage value obtained from students' mathematical representation abilities on visual indicators is 18.31% in the high category, students' mathematical representation abilities on symbolic indicators are 15.43% in the medium category, then the ability students' mathematical representation of verbal indicators obtained 10.90% in the low category. This research on the ability of mathematical representation uses 3 indicators, namely visual or image representation, symbolic or expression, and verbal or written text words for further development by looking at other representational abilities.

Author Biographies

Laila Hayati, Universitas Mataram

Dosen Pendidikan Matematika FKIP Universitas Mataram

Junaidi Junaidi, Universitas Mataram

Dosen Pendidikan Matematika FKIP Universitas Mataram

Arjudin Arjudin, Universitas Mataram

Dosen Pendidikan Matematika FKIP UNiversitas Mataram

References

Arikunto, S. (2010). Prosedur Penelitian, Suatu Pendekatan Praktik. Rineka Cipta.

Baidowi, B., Amrullah, A., & Hikmah, N. (2019). Peningkatan Hasil Belajar Matematika Siswa Kelas VIII SMPN 13 Mataram Tahun Ajaran 2017/2018 Melalui Lesson Study. Mandalika Mathematics and Educations Journal, 1(1), 1–12.

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.

Hakim, D. L. (2014). Effort to improve student learning ourcomes by using cooperative learning type of student teams achievement division (STAD). Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences, May, 135–142.

Hartinah, S. (2008). Perkembangan Peserta Didik. PT.Refika Aditama.

Hudiono, B. (2005). Peran Pembelajaran Diskursus Multi Representasi Terhadap Pengembangan Kemampuan Matematik dan Daya Representasi pada Siswa SLTP. Disertasi UPI.

Kurniati, N. (2019). Kemampuan Mahasiswa Pendidikan Matematika dalam Menyelesaikan Olimpiade SMP dan SMA. 1, 11–12.

Lutfi, J. S., & Khusna, H. (2021). Analisis Kemampuan Representasi Matematis Siswa berdasarkan Tingkat Motivasi Belajar pada Pandemi Covid-19. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(3), 2185–2197.

Mulyaningsih, S., Marlina, R., & Effendi, K. N. S. (2020). Analisis Kemampuan Representasi Matematis Siswa SMP dalam Menyelesaikan Soal Matematika. JKPM (Jurnal Kajian Pendidikan Matematika), 6(1), 99.

National Council of Teacher of Mathemathics (NCTM). (2000). Princples and Standars for School Mathematics. NCTM.

Prayitno, S. (2019). Evaluasi Pembelajaran Matematika. Mataram. Duta Pustaka Ilmu.

Rizki, N. M., & Haerudin. (2021). Kemampuan Representasi Matematis Siswa Smp Pada Materi Segi Empat. MAJU: Jurnal Ilmiah Pendidikan Matematika, 8(2), 139–147.

Said, R. S., Subarinah, S., Baidowi, B., & Sripatmi, S. (2021). Kemampuan Representasi Matematis Ditinjau Dari Self Efficacy Siswa Kelas VIII Tahun Ajaran 2020/2021. Griya Journal of Mathematics Education and Application, 1(3), 306-315.

Sinaga, G. F. M., Hartoyo, A., & Hamdani. (2016). Kemampuan Representasi Matematis Siswa Ditinjau dari Gaya Belajar pada Materi Fungsi Kuadrat Di SMA. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 5(6), 1–12.

Sugiyono. (2015). Metode Penelitian Kombinasi (Mix Methods). Alfabeta.

Turmuzi, M. (2013). Strategi Pembelajaran Matematika. Mataram: Unram Press

Turmuzi, M. (2016). Evaluasi Proses dan Hasil Belajar Matematika. Unram Press.

Wijaya, C. (2018). Analisis Kemampuan Representasi Matematis Siswa Dalam Menyelesaikan Soal Lingkaran Pada Kelas VII-B Mts Assyafi’iyah Gondang. Suska Journal of Mathematics Education, 4(2), 115.

Yusmin, E., & Nursangaji, A. (2016). Kemampuan Representasi Matematis Siswa Dalam Materi Fungsi Di kelas VII SMP Bumi Khatulistiwa. Jurnal Pendidikan Dan Pembelajaran, 1–9.