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All Journal Jurnal Riset Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Journal on Mathematics Education Research
Silmi Ghaida
Universitas Pendidikan Indonesia
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Analisis kemampuan koneksi matematis siswa smp kelas VII pada materi sistem persamaan linear dua variabel ditinjau dari gaya belajar Silmi Ghaida; Siti Fatimah; Imam Nugraha Albania
Journal on Mathematics Education Research (J-MER) Vol 5, No 1 (2024): May
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v5i1.78505

Abstract

Penelitian ini bertujuan untuk mengetahui pencapaian dan peningkatan kemampuan komunikasi matematis siswa dengan pendekatan saintifik yang mendapat model pembelajaran Problem-Based Learning lebih tinggi daripada siswa dengan pendekatan saintifik saja secara keseluruhan dan berdasarkan kategori KAM. Penelitian ini merupakan penelitian kuantitatif menggunakan metode quasi experimental. Desain penelitian yang digunakan adalah Pretes-Postes non-equivalent group design. Populasi dalam penelitian ini adalah siswa SMA kelas X di salah satu SMA yang berada di Kota Bandung dengan 2 kelas diantaranya menjadi sampel penelitian yang diambil dengan teknik purposive sampling. Instrumen yang digunakan adalah instrumen tes berupa soal kemampuan komunikasi matematis. Hasil penelitian menunjukkan bahwa: 1) pencapaian kemampuan komunikasi matematis siswa dengan pendekatan saintifik yang mendapat model pembelajaran Problem-Based Learning lebih tinggi daripada siswa dengan pendekatan saintifik saja secara keseluruhan; 2) peningkatan kemampuan komunikasi matematis siswa dengan pendekatan saintifik yang mendapat model pembelajaran Problem-Based Learning lebih tinggi daripada siswa dengan pendekatan saintifik saja secara keseluruhan; 3) peningkatan kemampuan komunikasi matematis siswa dengan pendekatan saintifik yang mendapat model pembelajaran Problem-Based Learning lebih tinggi daripada siswa dengan pendekatan saintifik saja berdasarkan kategori Kemampuan Awal Matematis (KAM). Oleh karena itu, model pembelajaran Problem-Based Learning dapat diterapkan dalam pembelajaran matematika sebagai upaya untuk meningkatkan kemampuan komunikasi matematis siswa.
Application of The Problem-Based Learning Model to Improve Mathematical Communication Ability of Senior High School Students Silmi Ghaida; Al Jupri
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol. 11 No. 1 (2026): February Soial and Humanities
Publisher : Universitas Syiah Kuala and Collaboration Yayasan Yusda Edu Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66052/sejarah.v11i1.714

Abstract

Mathematical communicative competence constitutes a pivotal pillar within the architecture of mathematics education. Nevertheless, empirical realities across Indonesian classrooms disclose a disquieting deficit in learners’ capacity to articulate mathematical reasoning with clarity and precision. This inquiry is undertaken to ascertain whether the attainment and progressive enhancement of students’ mathematical communication proficiency, when cultivated through a Problem-Based Learning paradigm, surpass those fostered under conventional instructional approaches. Anchored in a quantitative framework, the study employs a quasi-experimental methodology, operationalized through a pretest–posttest non-equivalent group design to capture comparative developmental trajectories between cohorts. The participants were tenth-grade students from a senior high school in Bandung City, with two classes deliberately designated as samples through purposive selection. Data collection relied on written assessments targeting mathematical communicative competence and observational checklists as supporting instruments. The findings disclosed that: (1) learners immersed in the Problem-Based Learning approach attained a more elevated level of mathematical communicative performance than those instructed conventionally; and (2) the extent of their developmental gain likewise outstripped that of their peers in the traditional classroom context.
Application of The Problem-Based Learning Model to Improve Mathematical Communication Ability of Senior High School Students Silmi Ghaida; Al Jupri Al Jupri
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1401

Abstract

Mathematical communication is an important component of mathematics learning, yet many students in Indonesia still have difficulty expressing mathematical ideas clearly. This study aimed to examine whether students taught using the Problem-Based Learning (PBL) model achieve better mathematical communication skills and greater improvement than those taught using conventional instruction. This study used a quantitative approach with a quasi-experimental design, specifically a pretest–posttest non-equivalent control group design. The participants were 68 tenth-grade students from a senior high school in Bandung, divided into an experimental class and a control class using purposive sampling. Data were collected through written tests and observation sheets. The data were analyzed using the Mann–Whitney test and n-gain scores. The results showed that the experimental class had a higher posttest mean score than the control class, with a mean difference of 12.00 points. Statistical analysis indicated a significant difference between the two groups (p = 0.0315 < 0.05). In terms of improvement, the experimental class achieved a higher n-gain (0.53, medium category) compared to the control class (0.37, medium category), with a significant difference (p = 0.008 < 0.05). These findings indicate that the PBL model is effective in improving students’ mathematical communication skills and can serve as an alternative learning strategy in mathematics classrooms.
Revealing Gaps in Students’ Mathematical Communication and Connection Abilities on Quadratic Functions Silmi Ghaida; Al Jupri; Tatang Herman
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.94599

Abstract

Mathematical communication and connection abilities are essential competencies for mathematics learning because they help students build meaningful conceptual understanding and solve problems more systematically. This study aims to analyze high school students’ abilities in mathematical communication and connection with quadratic functions. This study employed a descriptive mixed-method approach, combining quantitative analysis of students’ test results with qualitative analysis of their written responses. The research instrument consisted of six open-ended questions, designed around indicators of mathematical communication and connection abilities. Data were collected through written tests. The responses were quantitatively scored and categorized using Arikunto’s criteria, followed by an in-depth qualitative analysis to examine students’ mathematical communication and connection processes.Students’ responses in each category were then analyzed in depth to identify the characteristics of their abilities. The results show that students’ mathematical communication and connection abilities range from low to high, with most students falling into the medium category. Further analysis revealed that students who demonstrated good communication abilities did not always exhibit strong connection abilities, and vice versa These findings are supported by the distribution of students’ abilities, where 66.67% of students were categorized as having moderate mathematical communication ability and 80.56% as having moderate mathematical connection ability. Despite this, a deeper analysis of each indicator reveals that the weakest performance was found in the ability to connect mathematical concepts to real-life contexts, as most students failed to respond to problems requiring contextual explanation. In addition, several common error patterns emerged. Students with low communication ability tended to omit important information, use incorrect mathematical notation, and fail to explain their reasoning. Meanwhile, students with moderate to high communication ability often demonstrated correct procedures but struggled to establish connections between concepts, particularly when applying quadratic functions in different contexts.
Co-Authors Al Jupri Al Jupri Fatimah, Siti Imam Nugraha Albania Tatang Herman, Tatang