KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI PEMBELAJARAN CREATIVE PROBLEM SOLVING BERBANTUAN POWER POINT
DOI:
https://doi.org/10.31100/histogram.v6i1.941Keywords:
Kemampuan komunikasi matematis, CPS, powerpointAbstract
Kemampuan komunikasi matematis merupakan kemampuan menyampaikan ide atau gagasan matematis, baik secara lisan maupun tulisan untuk memperjelas keadaan atau masalah. Masalah yang sering muncul dalam pembelajaran matematika seperti sulitnya siswa dalam menyelesaikan soal-soal yang berkaitan dengan mengomunikasikan gagasan/ide secara matematis. Penelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis siswa melalui pembelajaran Creative Problem Solving (CPS) dengan berbantuan power point pada siswa SMP Bina Bangsa Tinggal Jaya. Metode yang digunakan adalah eksperimen semu dengan desain One-shot case study. Data dianalisis dengan analisis statistik deskriptif. Dari hasil analisis data kemampuan komunikasi matematis siswa perindikator, ada satu indikator yang termasuk dalam kategori sedang yaitu membuat konjektur, menyusun argumen, merumuskan definisi dan generalisasi dengan persentase 63,98. Sedangkan indikator lainnya dalam kategori tinggi yaitu (1)melukiskan dan merepresentasikan benda nyata, gambar dan diagram dalam bentuk ide dan atau simbol matematika, (2)menjelaskan ide, situasi dan relasi matematik, secara lisan dan tulisan dengan menggunakan benda nyata, gambar, grafik, dan ekspresi aljabar, (3)menyatakan peristiwa sehari-hari dalam bahasa atau simbol matematika atau menyusun model matematika suatu peristiwa, (4)membaca dengan pemahaman suatu presentasi matematika. Jadi dapat disimpulkan bahwa kemampuan komunikasi matematis siswa setelah diterapkan pembelajaran Creative Problem Solving (CPS) berbantuan power point dikategorikan tinggi dengan rata-rata nilai 70,14.
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References
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Kabeakan, I. M., S, R. B., & Suhartati. (2018). Kemampuan Komunikasi Matematis Siswa pada materi segiempat di kelas VIII SMP Muhammadiyah Subulussalam Tahun Ajaran 2017/2018. Jurnal Ilmiah Mahasiswa Pendidikan Matematika, 101.
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