KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA SMP DALAM MENYELESAIKAN MASALAH OPEN-ENDED TOPIK GRAFIK FUNGSI

THE ABILITY OF MATHEMATICAL COMMUNICATION OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING OPEN-ENDED PROBLEMS GRAPHICS FUNCTION

Kemampuan komunikasi matematika adalah keterampilan mengomunikasikan matematika yang dipelajari dan keterampilan menggunakan matematika sebagai alat komunikasi (bahasa matematika). Kemampuan komunikasi matematika sangat diperlukan dalam pembelajaran. Tanpa kemampuan komunikasi matematika, seseorang tidak akan mampu menyampaikan pernyataan sesuai dengan keinginannya. Penelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan level kemampuan komunikasi matematika siswa SMP dalam menyelesaikan masalah open ended topik grafik fungsi. Metode pengumpulan data melalui tes tertulis dan wawancara. Tes tulis diberikan kepada 115 siswa kelas 8 SMP negeri di Surabaya, dilanjutkan dengan wawancara pada satu siswa di setiap level kemampuan komunikasi matematis. Hasil penelitian menunjukkan, 51 orang (44%) ada di level 4, 27 orang (24%) di level 3, 23 orang (20%) di level 2, dan 14 orang (12%) di level 1. Siswa pada level 4 dan 3 sama-sama mampu menggunakan bahasa matematika yang akurat dan efektif, dan tepat dalam memberikan strategi. Tetapi berbeda dalam memberikan argumen. Siswa pada level 2 tidak dapat memberikan argumen yang logis, bahasa matematika yang digunakan kurang efektif dan akurat, serta strategi yang digunakan tepat namun tidak lengkap. Siswa pada level 1 tidak memberikan strategi yang tepat karena sedikitnya informasi yang tercantum pada ceritanya, tidak memberikan respon lebih lanjut terhadap cerita yang ditulisnya, serta tidak menunjukkan kemampuan dalam menggunakan bahasa matematika yang akurat dan efektif. 

The ability of mathematical communication is the skill to communicate mathematics that is learned and the skill of using mathematics as a communication tool (mathematical language). Mathematical communication skills are very necessary in learning. Without mathematical communication skills, a person will not be able to deliver statements according to their desire. This qualitative descriptive study aims to describe the level of mathematical communication ability of junior high school students in solving open ended problems with the topic of functional graphs. The method of collecting data through written tests and interviews. Written tests were given to 115 8th grade students of junior high schools in Surabaya, followed by interviews of one student at each level of mathematical communication ability. The results showed 51 people (44%) were at fourth level, 27 people (24%) at third level, 23 people (20%) at second level, and 14 people (12%) at first level. Students at fourth level and third level are equally able to use mathematical language that was accurate and effective, and appropriate in providing the strategies. But it was different in giving the arguments. Students at second level can not provide logical arguments, the mathematical language used was less effective and accurate, and the strategies used were precise but incomplete. Students at first level did not provide the right strategies because the lack of information which contained in the story, did not provide responses more to the stories they have been written, and did not demonstrate the ability to use mathematical language that was  accurate and effective.