EFEKTIVITAS BAHAN AJAR MATEMATIKA BERBASIS BUDAYA MANDAILING DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA

Sundut Azhari Hasibuan, Shubuhan Syukri Hasibuan

Abstract


Abstrak:Penelitian ini bertujuan melihat efektivitas bahan ajar matematika berbasis budaya Mandailing untuk meningkatkan kemampuan komunikasi matematis siswa. Jenis penelitian adalah penelitian pengembangan, subjek penelitian adalah siswa yang terdiri dari dua kelas masing-masing sebanyak 20 dan 21 orang siswa. Selanjutnya dilakukan analisis data untuk melihat efektivitas bahan ajar yang dikembangkan dalam meningkatkan kemampuan komunikasi matematis siswa. Berdasarkan hasil analisis data diperoleh bahwa bahan ajar berbasis budaya Mandailing efektif untuk meningkatkan kemampuan komunikasi matematis siswa. Kemampuan komunikasi yang paling meningkat adalah kemampuan membuat gambar matematis. Hasil penelitian ini memberikan motivasi dan dukungan kepada guru untuk mengembangkan bahan ajar sendiri. Guru dapat menggunakan bahan ajar berbasis budaya Mandailing sebagai alternatif pembelajaran yang digunakan untuk meningkatkan kemampuan komunikasi matematis siswa.
Kata-kata Kunci: Komunikasi Matematis, Budaya Mandailing, Efektivitas Bahan Ajar.


Full Text:

PDF

References


DAFTAR PUSTAKA

Agustin, D. (2011). Penurunan Rasa Cinta Budaya Dan Nasionalisme Generasi Muda Akibat Globalisasi. Jurnal Sosial Humaniora, Vol 4 No. 2,178-185

Ahmad Dan Jazuli. (2009). Jigsaw Type Of Cooperative Learning As A Means Of Improving High School Students’ Mathematical Communication Ability. International Journal For Educational Studies,207-217

Akker, J.V.D. dkk. (2007). Design Approaches and Tools in Education and Training. Kluwer Academic Publisher.

Bansho and Math Congress, (2010). Communication in the Mathematics Classroom. ISSN: 1913 8482. Toronto: The Literacy and Numeracy Secretariat.

Cai, J. et all (2009). Effective mathematics teaching from teachers perspective (Eds).. Rotterdam: Sense Publishers.

Cheng,Q and Wang, J. (2016). Curriculum Opportunities for Number Sense Development: A Comparison of First-Grade Textbooks in China and the United States. Department of Teaching and Learning University of Nevada, Las Vegas,52-1

Dewi, I. (2014). Pengembangan Model Pembelajaran Matematika Berbasis Komunikasi Berkarakter dan Berbudaya Indonesia (PM Berbasis KMBBI) Siswa SMP di Kota Medan. International Confrence on Mathematics, Science, Technology, Education and their Aplication.

Despina,D and Harikleia, L. (2016). Addition and Subtraction Word Problems in Greek Grade A and Grade B Mathematics Textbooks: Distribution and Children’s.

Fujiati & Mastur. (2014). Keefektifan Model Pogil Berbantuan Alat Peraga Berbasis Etnomatematika Terhadap Kemampuan Komunikasi Matematis. UNNES Journal of Mathematics Education.

Hodiyanto. (2017). Kemampuan Komunikasi Matematis Dalam Pembelajaran Matematika. Admathedu Vol.7 No.1 Juni 2017,9-18

Hwang and Choe. (2016). Actual Conditions of Operating Mathematics Instruction In Accordance With The Current 7th National Curriculum In Korea. (Seoul : Korea Institute of Curriculum and Evaluation), 21-1

Izzati,N. (2010). Komunikasi Matematik dan Pendidikan Matematika Realistik.Prosiding UNY. Yogyakarta: Universitas Negeri Yogyakarta.

Kaymakci, Selahattin. (2012). A Review of Studies on Workseets in Turky. Turky: US-China Education Review, p. 57-64, ISSN 1548-6613.

Lawrence, S and Palhares, P. (2013). The Role of Ethnomathematics in Mathematics education. Colombia: Revista Latinoamericana de Etnomatemática, 6(3), 4-6.

Lestari, I. (2013). Pengembangan bahan ajar berbasis kompetensi. Padang: Akademia Permata.

Lomibao, dkk. (2016). The Influence of Mathematical Comunication on Students’ Mathematics Performance abd Anxiety. American Journal of Educational Research, Vol. 4, No. 5, 378-382.

Margareth, EG dan Syahputra, E. (2017). The Difference of Students’ Ability on Mathematics Communication Through Numbered Heads Together Combined with Inductive Deductive Approach and Expository Method. Advances in Social Science, Education and Humanities Research, volume 104,326-329

Martini. ( 2011). Pembelajaran Standar Proses Berkarakter. Jakarta: Prenada

Ontario Ministry of Education. (2006). A guide to effective instruction in mathematics, Kindergarten to grade 6: Volume 2 – Problem solving and communication. Toronto: Queen’s Printer for Ontario.

Ontario Ministry of Education. (2010). Communication in the Mathematics Classroom. Toronto: Ontario

Sefalianti,B. (2014). Application Of Supervised Enquiry Approach On Students Skills In Mathematical Communication And Mathematical Disposition. Jurnal Pendidikan Dan Keguruan Vol. 1 No. 2, 2014, Artikel 2 . Issn : 2356-3915 11-20

Suwito, dkk. (2016). Pengembangan Model Pembelajaran Matematika SMP Kelas VII Berbasis Kehidupan Jawara (Jawa dan Madura) Di Kabupaten Jember. Jember: Jurnal Ilmiah Pendidikan Matematika Vol. 4 No. 2. 79-84

Vale,I And Barbosa,A. (2017). The Importance Of Seeing In Mathematics Communication. Journal Of The European Teacher Education Network 2017, Vol. 12, 49-63

Vui, T. (2013). Enhancing Classroom Communication To Develop Students' Mathematical Thinking.Vietnam: Hue University

Wood, L. (2012). Practice And Conceptions: Communicating Mathematics In The Workplace. Educational Studies In Mathematics, 79(1), pp. 109-125.

Xenopontos and Christos, EP. (2016). Opportunities of Learning Through The History of Mathematics: The Example Of National Textbooks In Cyprus And Greece. International Journal for Mathematics Teaching and Learning,18-1

Yoshida, M. (2002). Developing Effective Use of The Blackboard Study. Retrieved June 12, 2007, from RBS Lesson Study Conference 2002: 429-445


Refbacks

  • There are currently no refbacks.


Creative Commons License
This journal is licensed under a Creative Commons Attribution 4.0 International License.