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All Journal JOEL: Journal of Educational and Language Research
Benny Hendriana
Universitas Muhammadiyah PROF.DR Hamka
Education Languange, Linguistic, Communication & Media

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ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK PADA PEMBELAJARAN DALAM JARINGAN (DARING) SECARA SYNCHRONOUS Shofiyah; Benny Hendriana
JOEL: Journal of Educational and Language Research Vol. 1 No. 5: Desember 2021
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (526.65 KB)

Abstract

Untuk meningkatkan pemahaman pembelajaran matemtika bagi siswa sangat penting memiliki kemampuan komunikasi matematis. Penelitian ini memiliki tujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa kelas IX SMP Negeri 257 Jakarta dalam menyelesaikan soal persamaan dan fungsi kuadrat. Teknik pengumpulan data yang dipakai ialah dengan tes, wawancara dan dokumentasi. Data yang didapat kemudian dianalisis melalui beberapa langkah yakni reduksi data, penyajian data dan penarikan kesimpulan. Berdasarkan analisis data didapati bahwa siswa dengan kemampuan komunikasi tinggi dapat memenuhi 2 indikator kemampuan komunikasi matematis. Siswa dengan kemampuan komunikasi sedang dapat memenuhi 2 indikator. Dan siswa dengan kemampuan komunikasi rendah hanya dapat memenuhi 1 indikator kemampuan komunikasi matematis.
KEMAMPUAN PEMECAHAN MASALAH PADA SOAL MATEMATIKA DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF Rewi Konitah; Benny Hendriana
JOEL: Journal of Educational and Language Research Vol. 1 No. 7: Februari 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (497.722 KB) | DOI: 10.53625/joel.v1i7.1478

Abstract

This Study This study aims to describe the problem-solving abilities of class X SMA students in solving SPLTV math problems in terms of reflective and impulsive cognitive styles. Data collection techniques used are tests, interviews, analysis and drawing conclusions. Based on the results of the data obtained and processed by researchers, it can be seen that from the number of students or students as many as 21 people have different results. For example, it can be seen from the total time in which the fastest count is 138 seconds and 1,078 seconds late, and followed by the average time in seconds, which is 10.61 seconds fastest and 82.92 seconds late, with an error frequency of 10.61 seconds. the lowest is 0 and the highest is 9, with 2 existing categories namely reflective and impulsive.
Co-Authors Rewi Konitah Shofiyah