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All Journal Jurnal Pendidikan Matematika RAFA Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Jurnal Gantang Martabe : Jurnal Pengabdian Kepada Masyarakat SJME (Supremum Journal of Mathematics Education) Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Jurnal Abdi Masyarakat Indonesia Mathematics Education Journal SJME (Supremum Journal of Mathematics Education)
Pratiwi, Weni Dwi
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Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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Journal : Mathematics Education Journal

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KEMAMPUAN SISWA MEMECAHKAN MASALAH DENGAN METODE MIND MAPPING DI KELAS BILINGUAL SMP NEGERI 1 PALEMBANG Pratiwi, Weni Dwi; Aisyah, Nyimas; Purwoko
Mathematics Education Journal Vol. 7 No. 2 (2013): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This research is motivated by the low ability of students to solve math problems. This is due to the lack of ability of students in understanding the problem and carrying out up the problem-solving plan with the right method. This study aims to determine the ability of students solving mathematical problems with the use of mind mapping method in bilingual class SMP Negeri 1 Palembang and get some description of the quality of mind mapping used by students in solving problem-solving problems. The subjects of this study are 30 students of class VII.2 SMP Negeri 1 Palembang. This research method is descriptive research. Based on the results of research and discussion it can be concluded that the quality of mind map categorized good with the average value of 76.11 while the ability of students solving mathematical problems with mind mapping method as a whole is categorized good that is equal to 78.93. While the ability of students to solve the problem with mind mapping method as a whole is as much as 35.71% of students in very good category. Based on the results of these studies, it is expected to the school to facilitate teachers and students to be able to carry out learning that can improve the ability to solve mathematical problems and always open with innovative new methods or techniques that drive that ability. DOI: https://doi.org/10.22342/jpm.7.2.3883.
Students’ Communication Skill and Algebraic Thinking through Commognitive Framework in Algebra Learning Pratiwi, Weni Dwi; Zulkardi; Putri, Ratu Ilma Indra; Hiltrimartin, Cecil
Mathematics Education Journal Vol. 19 No. 3 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v19i3.pp413-436

Abstract

Mathematical communication is a skill to articulate mathematical ideas through written and verbal expressions. Despite its importance, students often exhibit difficulties in initiating and organizing mathematical ideas, particularly in written form. Prior research highlights the critical role of communication in fostering early algebraic thinking. This study aims to: (1) examine students’ mathematical communication skills and explore how it reflects early algebraic thinking, using the commognitive framework, which encompasses word use, visual mediators, narratives, and routines, and (2) describe statistically the relationship between algebraic thinking and oral communication skills. A descriptive research design with mixed-methods approach was employed, involving 29 eighth-grade students as participants. Data was collected through written tests, and the results were analyzed descriptively. The findings indicate that four students demonstrated excellent communication skills, nine students were categorized as good, 11 students as fair, three students as poor, and two students as very poor. Further analysis showed that students with stronger communication skills more effectively conveyed algebraic ideas. The results also underscore the commognitive framework practical application in enhancing students’ conceptual understanding. This study contributes to a deeper understanding of how students communicate, reason algebraically, and demonstrates the potential of the commognitive framework to support instructional design and skill development in mathematics education.
Co-Authors Alkaff, Nazhmiah Khaalishah Anggraini, Witari Araiku, Jeri Azka, Dea Alvionita Azma, Tiara Rondiana Cecil Hiltrimartin Darmawijoyo, Darmawijoyo Ely Susanti Hapizah Indaryanti Indaryanti Karwana, M. Arman Putra Khairida, Khairida Kurniadi, Elika Meryansumayeka Meryansumayeka Muhammad Yusup Mulyono, Budi Novita Sari Nuraisyah, Raisya Novita Nyimas Aisyah Puji Astuti Purwoko Rahma Siska Utari Ratu Ilma Indra Putri Sari, Ratih Purnama Scristia, Scristia Somakim, Somakim Sukmaningtyas, Novika Susanti, Elsa Wita Anggraini Yukans, Septy Sari Yusuf Hartono Zulkardi Zulkardi Zulkardi