KEMAMPUAN KOMUNIKASI MATEMATIS BERDASARKAN GENDER MELALUI TUTOR SEBAYA DAN CTL

Authors

  • Amanda Syahri Nasution Universitas Muslim Nusantara Al Washliyah
  • Rahmadani Rahmadani Universitas Muslim Nusantara Al Washliyah, Indonesia
  • Rosmila Pulungan Universitas Muslim Nusantara Al Washliyah, Indonesia

DOI:

https://doi.org/10.31100/histogram.v4i2.614

Keywords:

Communication, Gender, Peer Teaching, CTL

Abstract

Mathematical communication ability of collegers can differ based on the learning model applied. The peer teaching model and CTL are models that can be used as alternatives to see the differences in collegers' mathematical communication ability. The difference in the abilities of these students can not only be seen from the choice of models but also based on gender. Gender can be a benchmark for determining understanding of mathematical communication. The study intends to look at differences in understanding of collegers' mathematical communication based on gender and presence or absence a relationship of peer teaching and CTL with gender on understanding of collegers' mathematical communication. This type of research is a quasi experiment with the research sample involving two classes. The first class applies the peer teaching model while the second class applies the CTL model. The research data came from a test of collegers' mathematical communication skills. Analysis of research data in the form of descriptive analysis and inferential analysis using Two-Way ANOVA. Research proves that there are differences in collegers 'understanding of mathematical communication based on gender and there is no relationship between peer teaching and CTL with gender on collegers' understanding of mathematical communication. Male collegers are better able to communicate mathematical in written form in written text 52% and mathematical expressions 54% while female collegers are better able to communicate in drawings 55%.

References

Amri, Z. (2009). Perbedaan bahasa siswa laki-laki dan siswa perempuan: sebuah studi kasus di kelas v sdn 09 air tawar barat padang sumatera barat. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 3(1), 96–110.

Darkasyi, M., Johar, R., & Ahmad, A. (2014). Peningkatan Kemampuan Komunikasi Matematis Dan Motivasi Siswa Dengan Pembelajaran Pendekatan Quantum Learning Pada Siswa SMP Negeri 5 Lhokseumawe. Jurnal Didaktik Matematika, 1(1), 21–34.

Hanna, D., Sutarto, S., & Harijanto, A. (2017). Model Pembelajaran Tema Konsep Disertai Media Gambar Pada Pembelajaran Fisika Di SMA. Jurnal Pembelajaran Fisika, 5(1), 23–29.

Hodiyanto, H. (2017). Kemampuan Komunikasi Matematis Dalam Pembelajaran Matematika. AdMathEdu, 7(1), 9–18.

McVarish, J. (2008). Where’s the Wonder in Elementary Math? Encouraging Mathematical Reasoning in the Calssroom. Taylor & Francis Group.

Nugraha, T. H., & Pujiastuti, H. (2019). AnalisisKemampuan Komunikasi MatematisSiswa Berdasarkan Perbedaan Gender. Edumatica, 9(1), 1–7.

Purnama, I. L., & Aldila, E. (2016). Kemampuan komunikasi matematis siswa ditinjau melalui model pembelajaran kooperatif tipe complete sentence dan team quiz. Jurnal Pendidikan Matematika Sriwijaya, 10(1), 26–41.

Rahmalia, Y., Sunismi, S., & El Walida, S. (2019). Penerapan Model Kooperatif Tipe Snowball Throwing Dan Tutor Sebaya Untuk Meningkatkan Kemampuan Komunikasi Matematis Dan Keaktivan Belajar Siswa Kelas VIII. Jurnal Penelitian, Pendidikan, Dan Pembelajaran, 14(7), 50–56.

Rahmawati, F. (2013). Pengaruh Pendekatan Pendidikan Realistik Matematika dalam Meningkatkan Kemampuan Komunikasi Matematis Siswa Sekolah Dasar. SEMIRATA 2013, 225–238.

Rizqi, A. (2016). Kemampuan Komunikasi Matematis Siswa melalui Blended Learning Berbasis Pemecahan Masalah. PRISMA, Prosiding Seminar Nasional Matematika, 191–202.

Ruswanto, R., Dwijanto, D., & Widowati, W. (2018). a Realistic Mathematics Education Model Includes Characteristic to Improve the Skill of Communication Mathematic. Unnes Journal of Mathematics Education Research, 7(1), 94–101.

Saputro, B. A. (2014). Kemampuan Komunikasi Matematis Siswa Sekolah Dasar Yang Belajar Menggunakan Permainan Tradisional. Metodik Didaktik: Jurnal Pendidikan Ke-SD-An, 10(2), 56–65.

Siahaan, M. M. L., & Napitupulu, E. E. (2018). The Difference of Students’ Mathematical Communication Ability Taught by Cooperative Learning Model Think Talk Write Type and Numbered Head Together Type. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 8(3), 231–242.

Suprijadi, D. (2015). Pengaruh Tutor Sebaya Terhadaap Hasil Belajar Matematika Siswa Kelas VII Smp Daarussalaam Jakarta. Faktor Exacta, 3(2), 127–135.

Trianto. (2009). Mendesain Model Pembelajaran Inovatif Progresif. Kencana Prenada Media Grup.

Umar, W. (2012). Membangun Kemampuan Komunikasi Matematis Dalam Pembelajaran Matematika. Infinity Journal, 1(1), 1–9.

Wijaya, I., Putra, H., Sujadi, I., & Riyadi, R. (2016). Kemampuan Komunikasi Matematis Siswa Sesuai dengan Gender Dalam Pemecahan Masalah Pada Materi Balok Dan Kubus (Studi Kasus Pada Siswa SMP Kelas VIII SMP Islam Al-Azhar 29 Semarang). Universitas Sebelas Maret.

Yuniarti, Y. (2014). Pengembangan Kemampuan Komunikasi Matematis Dalam Pembelajaran Matematika Di Sekolah Dasar. EduHumaniora| Jurnal Pendidikan Dasar Kampus Cibiru, 6(2), 109–114.

Downloads

Additional Files

Published

2021-01-03

Issue

Vol. 4 No. 2 (2020): Histogram

Section

Articles

Citation Check

License

Please find the rights and licenses in Histogram: Jurnal Pendidikan Matematika. By submitting the article/manuscript, the author(s) accept this policy.

1. License

The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International.

2. Author's Warranties

The author warrants that the article is original, written by a stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

3. User Rights

Histogram: Jurnal Pendidikan Matematika's spirit is to disseminate articles published for free. Under the Creative Commons license, Histogram: Jurnal Pendidikan Matematika permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Histogram: Jurnal Pendidikan Matematika when distributing works in the journal.

4. Rights of Authors

Authors retain all their rights to the published works, such as (but not limited to) the following rights;

  • Copyright and other proprietary rights relating to the article, such as patent rights,
  • The right to use the substance of the article in one's future works, including lectures and books,
  • The right to reproduce the article for one's purposes,
  • The right to self-archive the article,
  • The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (Histogram: Jurnal Pendidikan Matematika).

5. Co-Authorship

If other authors jointly prepared the article, any author submitting the manuscript warrants that all co-authors have authorized them to agree on this copyright and license notice (agreement) on their behalf and agree to inform their co-authors of the terms of this policy. Histogram: Jurnal Pendidikan Matematika will not be held liable for anything arising from the author(s) internal dispute. Histogram: Jurnal Pendidikan Matematika will only communicate with the corresponding author.

6. Royalties

This agreement entitles the author to no royalties or other fees. To such an extent that it is legally permissible, the author waives their right to collect royalties relative to the article regarding any use by Histogram: Jurnal Pendidikan Matematika.

7. Miscellaneous

Histogram: Jurnal Pendidikan Matematika will publish the article (or have it published) in the journal if the editorial process is completed. Histogram: Jurnal Pendidikan Matematika h editors may modify the article to a style of punctuation, spelling, capitalization, referencing, and usage that deems appropriate. The author acknowledges that the article may be published to be publicly accessible, and such access will be free of charge for the readers, as mentioned in point 3.