PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-CONFIDENCE SISWA DENGAN MODEL PEMBELAJARAN PROBLEM POSING

Jarot Aji Baskoro, - (2024) PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-CONFIDENCE SISWA DENGAN MODEL PEMBELAJARAN PROBLEM POSING. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Kemampuan komunikasi matematis merupakan kemampuan yang berperan untuk mengungkapkan gagasan matematika baik secara tertulis maupun lisan. Kemampuan komunikasi matematis antara satu siswa dengan siswa lainnya pasti berbeda. Keberagaman kemampuan ini dipengaruhi oleh berbagai faktor, salah satunya adalah tingkat self-confidence. Berdasarkan uji korelasi Spearman Rank, diperoleh hasil bahwa nilai Sig.= 0.000 < α = 0.05, yang artinya terdapat korelasi antara kemampuan komunikasi matematis dengan tingkat self-confidence. Adapun hubungan antara keduanya mempunyai koefisien korelasi sebesar 0.736 yang termasuk dalam kategori korelasi sangat kuat. Salah satu upaya untuk meningkatkan kemampuan komunikasi matematis dan tingkat self-confidence adalah dengan menerapkan pembelajaran problem posing, yang mempunyai dua tahap utama yaitu accepting dan challenging. Pada intinya kegiatan dalam problem posing mampu memberikan stimulus kepada siswa untuk membuat pertanyaan atau masalah sendiri, dan kemudian menemukan solusi atas masalah tersebut secara mandiri atau dengan bimbingan dari guru. Ketika langkah-langkah kegiatan pembelajaran tersebut berhasil, maka secara langsung kemampuan komunikasi matematis akan meningkat. Karena siswa mampu mengekspresikan suatu gagasan baik dalam bentuk tertulis, lisan, maupun visualisasi gambar. Secara otomatis juga, akan membuat self-confidence dalam diri siswa menjadi meningkat. Mathematical communication ability is the ability that have a role in expressing mathematical ideas both in written and verbal. Mathematical communication ability between one student and another are totally different. The diversity of these abilities is influenced by various factors, one of thing is the self-confidence level. Based on the Spearman Rank correlation test, the results obtained that the Sig.= 0.000 < α = 0.05, which means that there is a correlation between mathematical communication ability and self-confidence level. The relationship between both has a correlation coefficient of 0.736 which is categorized in the very strong correlation. One of the many ways to improve mathematical communication ability and self-confidence level is to applying problem posing learning model, which has two main stages, these are accepting and challenging. Essentially, activities in problem posing are able to provide stimulus for students to create their own questions or problems, and then find solutions to these problems independently or with guidance from teachers. When all the steps of these learning activities are successfully achieved, mathematical communication ability will be improved directly. Because students can express some ideas both in written, verbal, and image visualization. Automatically, it will improve students' self-confidence too.

Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?user=YIv6ki0AAAAJ&hl=en ID SINTA Dosen Pembimbing: Turmudi: 5991823 Sumanang Muhtar Gozali: 6121808
Uncontrolled Keywords:	komunikasi matematis, self-confidence, problem posing mathematical communication, self-confidence, problem posing
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Sekolah Pasca Sarjana > Pendidikan Matematika S-2
Depositing User:	J. A. B. Jarot Aji Baskoro
Date Deposited:	05 Sep 2024 03:24
Last Modified:	05 Sep 2024 03:24
URI:	http://repository.upi.edu/id/eprint/122517

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