Kemampuan representasi dan komunikasi matematis peserta didik SMA ditinjau dari prestasi belajar dan gaya kognitif

Ranisa Junita

doi:10.21831/pg.v11i2.10655

Kemampuan representasi dan komunikasi matematis peserta didik SMA ditinjau dari prestasi belajar dan gaya kognitif

Ranisa Junita, Universitas Jambi, Indonesia

10.21831/pg.v11i2.10655

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan kemampuan representasi dan komunikasi matematis ditinjau dari prestasi belajar dan gaya kognitif. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain ex post facto. Data dianalisis menggunakan uji multivariat Hotelling’s Trace (T²) dan uji univariat t-Bonferroni. Hasil penelitian menunjukkan tidak terdapat interaksi prestasi belajar dan gaya kognitif yang membedakan representasi dan komunikasi matematis. Peserta didik field independent lebih baik dalam kemampuan representasi dan komunikasi matematis dibandingkan peserta didik field dependent, dan tingkat prestasi belajar membedakan kemampuan representasi dan komunikasi matematis.

Kata kunci: representasi matematis, komunikasi matematis, prestasi belajar, dan gaya kognitif

Mathematical representation and communication ability of senior high school students in terms of learning achievement and cognitive style

Abstract

This study aims to describe mathematical and compare mathematical representation and communication ability in terms of learning achievement and cognitive style. Type of this study is used quasi eksperimen by ex post facto design. Data were analyzed using multivariate Hotteling’s Trace (T²) and univariate t-Bonfferoni. The result of this study that there isn’t interaction between learning achievement and cognitive style in different mathematical representation and communication ability. Students with field independent cognitive style have better mathematical representation ability and mathematical communication ability than students with field dependent cognitive style. The level of learning achievement different mathematical representation and communication ability.

Keywords: mathematical representation, mathematical communication, learning achievement, and cognitive style

Keywords

representasi matematis; komunikasi matematis; prestasi belajar; dan gaya kognitif

Full Text:

FULLTEXT PDF

References

Azwar, S. (1996). Tes prestasi fungsi dan pengembangan pengukuran prestasi belajar. Yogyakarta: Pustaka belajar.

Direktorat Pembinaan SMA. (2010). Juknis penyusunan penilaian afektif di SMA. Jakarta: Direktorat Pembinaan SMA.

Goldin, G. (2002). Representation in mathematical learning and problem solving. Handbook of International Research in Mathematics Education. Rutgers University, pp. 197-216.

Hwang, W. Y., et al. (2007). Multiple representation skills and creativity effects on mathematical problem solving using a multimedia whiteboard system. Educational Technology & Society, 10(2), 191-212.

Ibrahim, M, et al. (2004). Relationship between cognitive thinking and chemistry achievement among form four science students. Disertasi doktor, tidak diterbitkan, Universitas Teknologi malaysia, Malaysia.

Janvier. (1987). Problems of representation in the teaaching and learning of mathematics. New Jersey: Lawrence Erlbaum Associates.

Johson & Wichern. (2007). Applied multivariate statistical analysis. Upper Saddle River: Pearson Prentice Hall.

Kalathil, R. R. & Sherin, M. G. (2000). Role of students’ representations in the mathematics classroom. In B. Fihman & S. O’Cornnor-Divelbiss (Eds.), Fourth International Conference of Learning Sience (pp. 27-28). Nhwah, NJ: Erlbaum.

Moschovich, J. N. (2010). Language and mathematics eduation. California: Information Age Publishing.

Moschovich, J. N. (2012). Revisi rencana strategies direktorat jendral pendidikan menengah (renstra ditjen dikmen) 2010-2014. Jakarta: Kementerian Pendidikan dan Kebudayaan.

NCTM. (2000). Principles and standards for school mathematics. Reston: Ntional Council of Teachers of Mathematics Inc.

Oh, E. & Lim, D. (2005). Cross relationship between cognitive style and learner variabels in online learning environment. Journal of Interactibe Online Learning www.ncolr.org. Volume 4, No. 1 Summer 2005.

Riding, R & Rayner, S.. (1998). Cognitive style and learning strategies understanding style differences in learning and behaviour. London: David Fulton Publishers.

Ruttun, R. D. (2011). The effect of individual differencesand instructional aids on learners’ disorientation, learning performance and attitude in a hypermedia learning system. Brunei: Computing and Mathematics Brunei University.

Saracho, O. N. (1997). Teachers’ and student’ cognitive styles in early childhood education. London: Bergin & Garvey.

Steven, J. P. (2009). Applied multivariate statistics for the scocial sciences. New York : Routledge.

Tandiling, E. (2012). Pengembangan instrumen untuk mengukur kemampuan komunikasi matematik, pemahaman matematik, dan self regulated learning peserta didik dalam pembelajaran matematika di sekolah menengah atas. Jurnal Penelitian Pendidikan Vol. 13, 24–31.

Tjalla, A. (2011). Potret mutu pendidikan Indonesia ditinjau dari hasil-hasil studi internasional. Jakarta: Universitas Negeri Jakarta.

Watson, A. (2006). Raising achievement of secondary mathematics. New York: Open University Press.

DOI: https://doi.org/10.21831/pg.v11i2.10655