Analysis of Mathematical Communication Ability of Junior High School Students in Learning using Three-Dimensional Teaching Materials
Kartinah1, Dina Prasetyowati2, Sutrisno3, Eny Hartadiyati Wasikin Haryan4
1Kartinah, Mathematics and Science Education Faculty, Universitas PGRI Semarang, Semarang. Indonesia
2Dina Prsetyowati. Mathematics and Science Education Faculty, Universitas PGRI Semarang, Semarang. Indonesia
3Sutrisno, Mathematics and Science Education Faculty, Universitas PGRI Semarang, Semarang. Indonesia.
4Eni Hartadiyati, Mathematics and Science Education Faculty, Universitas PGRI Semarang, Semarang. Indonesia.
Manuscript received on December 05, 2018. | Revised Manuscript received on December 11, 2018. | Manuscript published on December 15, 2018. | PP: 7-11 | Volume-5, Issue-9, December 2018. | Retrieval Number: I1090015919/19©BEIESP
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© The Authors. Published By: Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The purpose of this study was to describe the mathematical communication abilty of grade VII students after they were in Mathematics learning in the classroom using media in the form of three-dimensional teaching materials. The method used in this study is a descriptive qualitative method with research subjects in grade VII students in building material that includes: Beams, Cubes, Pyramid, Prisms, Cones, Tubes, and Balls. The auxiliary instruments in this study were interview sheets, and the problem of mathematical communication test. From the results of the analysis of the answers and the results of interviews with the subjects, it can be concluded that: (1) students with high mathematical communication abilities meet all the existing indicators, namely the ability to write about stories or events in everyday life into mathematical models, the ability to explain ideas mathematically both verbally and in writing, and the ability to pour mathematical ideas into pictures; (2) students with moderate mathematical communication abilities are fulfilling two indicators from three indicators, namely: the ability to write questions about stories or events in everyday life into mathematical models, and the ability to explain mathematical ideas orally and in writing; (3) students with low mathematical communication skills only fulfill one indicator, namely the ability to write questions about stories or events in everyday life into mathematical models.
Keywords: Mathematical Communication Ability, Junior High School, Teaching Material, Three Dimentional, Three Dimentional Shape.