Problem-Based Learning and Social Emotional Analysis of Students' Written Math Communication
DOI:
https://doi.org/10.31980/mosharafa.v14i1.2698Keywords:
komunikasi matematis, pembelajaran berbasis masalah, sosial emosional, mathematical communication, problem-based learning, socio-emotionalAbstract
Penelitian ini bertujuan untuk menganalisis komunikasi matematika tertulis siswa kelas VIII SMP terhadap materi kongruensi konstruksi segitiga. Pengumpulan data dilakukan melalui dua metode, yaitu tes tertulis untuk mengukur komunikasi matematis dan observasi untuk menilai aspek sosial-emosional siswa dengan menggunakan model pembelajaran berbasis masalah. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Teknik analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan klasifikasi berdasarkan kategori tinggi, sedang, dan rendah dalam indikator komunikasi matematis. Berdasarkan hasil analisis, siswa dengan tingkat sosial-emosional yang tinggi menunjukkan komunikasi matematis yang tinggi, memungkinkan mereka untuk mengekspresikan dan menafsirkan ide matematika secara tertulis serta menggunakan simbol matematika dalam pemecahan masalah. Sebaliknya, siswa dengan tingkat sosial-emosional rendah menunjukkan kesulitan dalam mengekspresikan ide-ide matematika secara tertulis. Simpulan dari penelitian ini menunjukkan bahwa terdapat hubungan antara tingkat sosial-emosional dengan kemampuan komunikasi matematis siswa. Implikasinya, guru perlu mempertimbangkan integrasi pendekatan sosial-emosional dalam pembelajaran untuk meningkatkan komunikasi matematis siswa secara optimal dan merata.
This study aims to analyze the written mathematical communication of eighth-grade junior high school students regarding the topic of triangle construction congruence. Data collection was conducted through two methods: a written test to measure mathematical communication and observation to assess students' socio-emotional aspects using a problem-based learning model. This study employed a descriptive method with a qualitative approach. Data analysis techniques were carried out through data reduction, data presentation, and drawing conclusions, with classification based on high, medium, and low categories in mathematical communication indicators. Based on the analysis results, students with high socio-emotional levels demonstrated strong mathematical communication, enabling them to express and interpret mathematical ideas in writing and use mathematical symbols in problem-solving. Conversely, students with low socio-emotional levels showed difficulty in expressing mathematical ideas in writing. The conclusions of this study indicate a relationship between socio-emotional levels and students' mathematical communication abilities. Consequently, teachers need to consider integrating socio-emotional approaches into learning to optimally and equitably improve students' mathematical communication.
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