Pendekatan kontekstual berbantuan software geogebra untuk meningkatkan kemampuan komunikasi matematis siswa SMP kelas VIII
DOI:
https://doi.org/10.22460/jpmi.v8i2.26888Keywords:
Mathematical Communication, Contextual Approach, GeoGebraAbstract
This research seeks to enchance the mathematical communication skills of eight-grade junior high school students by implementing a contextual approach supported by Geogebra software. The research method employed is a quasi-experimental with a nonequivalent control group. Data collection techniques in this study involved using intruments in the form of mathematical communication skills tests and interview. The sampling technique employed was purposive sampling. The research sample consisted of 34 students from class VIII-E and 34 students from class VIII-I. The data analysis techniques included data gathering, data analisysis, data visualization, and drawing conclusions using SPSS 25. The conclusion drawn from this study is that the improvement in mathematical communication skills among students taught using the contextual approach supported using Geogebra software is more effective than those taught using conventional methods. This study not only focus on the final results but also considers the entire learning process to achieve a comprehensive and accurate assessment
References
Afrilianto, M. (2015). Pengaruh pendekatan model-eliciting activities terhadap kemampuan komunikasi matematik siswa smp. P2M STKIP Siliwangi, 2(1), 40-45. https://doi.org/10.22460/p2m.v2i1p40-45.162
Andriani, P. (2015). Penalaran aljabar dalam pembelajaran matematika. JurnaL Tadris Matematika, 8(1), 1–13. https://encr.pw/AJOan
Choridah, D. T. (2013). Peran pembelajaran berbasis masalah untuk meningkatkan kemampuan Komunikasi dan berpikir kreatif serta disposisi matematis siswa Sma. Infinity Journal, 2(2), 194-202. https://doi.org/10.22460/infinity.v2i2.35
Hakim, F. (2024). Peningkatan kemampuan komunikasi matematis siswa kelas VIII di MTSN 04 KBB menggunakan model pembelajaran discovery learning pada materi lingkaran. Jurnal Pembelajaran Matematika Inovatif, 7(2), 435–444. https://doi.org/10.22460/jpmi.v7i2.22038
Istiqomah, Tandililing. E, H. A. (2016). Kemampuan komunikasi dan representasi matematis dalam pembelajaran berbantuan lembar kerja siswa berbasis teori. Jurnal Pendidikan Dan Pembelajaran, 5(112), 1–14. https://doi.org/https://dx.doi.org/10.26418/jppk.v5i4.14932
Janah, W. N. (2014). Pembelajaran kontekstual untuk meningkatkan kemapuan pemecahan masalah (aspek metakognitif) dan kemampuan komunikasi matematik siswa sekolah dasar. Jurnal Penelitian Pendidikan, 14(1), 100-108. https://doi.org/https://doi.org/10.17509/jpp.v14i1.3217
Jenab, S., Islamiyati, M., & Sariningsih, R. (2018). Meningkatkan kemampuan komunikasi matematis siswa SMP untuk mengetahui pengaruh pendekatan kontekstual. Jurnal Pembelajaran Matematika Iovatif, 1(5), 941–948. https://doi.org/https://doi.org/10.22460/jpmi.v1i5.p941-948
Juanda, J., Johar, R., & Ikhsan, M. (2014). Peningkatan kemampuan pemecahan masalah dan komunikasi matematis siswa SMP melalui model pembelajaran means-ends analysis (MeA). Jurnal Matematika Kreatif-Inovatif, 5(2), 2086–2334. https://doi.org/https://doi.org/10.15294/kreano.v5i2.3322
Karim, A. (2017). Analisis pendekatan pembelajaran CTL (contextual teaching and learning) di SMPN 2 teluk jambe timur, karawang. Jurnal Ilmiah Pendidikan MIPA, 7(2), 144–152. https://encr.pw/pqDfi
Khasanah, I. M. (2023). Efektivitas pendekatan culturally responsive teaching (CRT) untuk meningkatkan hasil belajar siswa kelas II sekolah dasar. Jurnal of Basic Education, 3(2), 1121–1127. https://doi.org/https://doi.org/10.51700/alifbata.v3i2.514
Lestari, D. T., Rohaeti, E. E., & Senjayawati, E. (2019). Analisis kesulitan belajar siswa SMP kelas viii dalam menyelesaikan soal aritmatika di tinjau dari kemampuan komunikasi matematis. Journal on Education, 9(https://jonedu.org/index.php/joe/issue/view/3), 1–5. https://jonedu.org/index.php/joe/article/view/85
Lomibao, L. S., Luna, C. A., & Namoco, R. A. (2016). The influence of mathematical communication on students’ mathematics performance and anxiety. American Journal of Educational Research, 4(5), 378–382. https://doi.org/10.12691/education-4-5-3
Mayasari, E. (2022). Konsep contextual teaching and learning dalam upaya menciptakan iklim belajar mengajar menyenangkan dan bermakna. Jurnal Pendidikan Dan Pengajaran, 1(1), 58–66. https://acesse.one/pbkl3
Melati, S. R., Aeni, A. N., & Isrok’atun, I. (2017). Perbandingan pengaruh antara pendekatan SAVI dan pendekatan kontekstual terhadap kemampuan komunikasi matematis. Jurnal Pena Ilmiah, 2(1), 991–1000. https://doi.org/https://doi.org/10.17509/jpi.v2i1.11247
Muflihah, S., & Lepith, A. (2019). Penerapan pendekatan contextual teaching and learning dalam meningkatkan hasil belajar matematika pada materi luas dan keliling bangun datar. Indonesian Journal of Instructional Media and Model, 1(1), 35–45. https://doi.org/10.32585/ijimm.v1i1.317
Nuriadin, I. (2015). Pembelajaran kontekstual berbantuan program geometer’s sketchpad dalam meningkatkan kemampuan koneksi dan komunikasi matematis siswa SMP. Infinity Journal, 4(2), 168–181. https://doi.org/https://doi.org/10.22460/infinity.v4i2.p168-181
Permata, C. P., Kartono, K., & Sunarmi, S. (2015). Analisis kemampuan komunikasi matematis siswa kelas viii SMP pada model pembelajaran tsts dengan pendekatan scientific. Unnes Journal of Mathematics Education, 4(3), 1–10. https://doi.org/https://doi.org/10.15294/ujme.v4i2.7452
Priyatna, F., & Wiguna, W. (2021). Mobile game pembelajaran matematika dasar menggunakan construct 2 di SDN sasaksaat. EProsiding Teknik Informatika (PROTEKTIF), 1(1), 218–227. http://eprosiding.ars.ac.id/index.php/pti/article/view/264
Purwasih, R., & Bernad, M. (2018). Pembelajaran diskursus multi representasi terhadap peningkatan kemampuan komunikasi dan disposisi matematis mahasiswa. Jurnal Riset Pendidikan Matematika, 5(1), 43–52. https://doi.org/10.21831/jrpm.v5i1.13589
Puspitasari, N., Afriansyah, E. A., Nuraeni, R., Madio, S. S., & Margana, A. (2019). What are the difficulties in statistics and probability? Journal of Physics: Conference Series, 1402(7), 1-5. https://doi.org/10.1088/1742-6596/1402/7/077092
Rhilmadinar, Ramli, M., & Ansari, B. I. (2020). Efektivitas modul pembelajaran berbantuan software geogebra pada
materi bangun ruang sisi datar. Jurnal Didaktik Matematika, 4185(2016), 142–155. https://doi.org/10.24815/jdm.v7i2.17915
Santoso, E., Pamungkas, M. D., Rochmad, & Isnarto. (2021). Teori behaviour (E . Throndike) dalam pembelajaran matematika. Prisma, 4, 174–178. https://journal.unnes.ac.id/sju/prisma/article/view/44939
Setiawan, R. H., & Harta, I. (2014). Pengaruh pendekatan open-ended dan pendekatan kontekstual terhadap kemampuan pemecahan masalah dan sikap siswa terhadap Matematika. Jurnal Riset Pendidikan Matematika, 1(2), 240-256. https://doi.org/10.21831/jrpm.v1i2.2679
Siagian, M. D. (2016). Kemampuan koneksi matematik dalam pembelajaran matematika. MES: Journal of Matematics Education and Science2, 2(1), 58–67. https://doi.org/10.30743/mes.v2i1.117.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.
