Pengembangan Jenjang Komunikasi Matematis Mahasiswa Calon Guru
Pre-Service Teachers’ Mathematical Communication Level
ABSTRAK
Zahri, Mohammad (2020). Pengembangan Jenjang Komunikasi Matematis Mahasiswa Calon Guru. Disertasi. Program Studi Pendidikan Matematika, Program Pascasarjana Universitas Negeri Surabaya. Pembimbing: (I) Prof. I. Ketut Budayasa, Ph.D., dan (II) Dr. Agung Lukito, M.S.
Kata-kata Kunci: Jenjang komunikasi, karakteristik, mahasiswa calon guru
Komunikasi matematis lisan dan tulis berperan sangat penting dalam pembelajaran. Komunikasi matematis digunakan guru untuk menjelaskan materi, bertanya dan menjawab pertanyaan, serta membimbing diskusi.
Penelitian deskriptif kualitatif ini bertujuan menentukan karakteristik dan jenjang komunikasi matematis mahasiswa calon guru. Subjek penelitian ini adalah mahasiswa calon guru yang dipilih berdasarkan metode bola salju. Instrumen utama penelitian ini adalah peneliti sendiri, dengan instumen bantu tugas komunikasi matematis tulis berupa persiapan mengajar dan tugas komunikasi lisan berupa pelaksanaan pembelajaran. Teknik pengambilan data penelitian melalui dokumentasi persiapan mengajar, dan perekaman video pembelajaran. Kredibilitas temuan diperiksa dengan memperpanjang waktu tinggal dengan sumber data, observasi lebih tekun, dan triangulasi waktu. Analisis data melalui tahap kondensasi data, penyajian data, penarikan kesimpulan dan verifikasi.
Hasil penelitian ini menunjukkan bahwa ada tiga jenjang komunikasi matematis mahasiswa calon guru, yaitu level tinggi dengan karakteristik keakuratan, kelengkapan, kelancaran, dan kesistematisan, level sedang dengan karakteristik keakuratan, kelancaran, dan kesistematisan, dan level rendah dengan karakteristik hanya keakuratan.
Mahasiswa calon guru dengan komunikasi matematis level tinggi dapat menjelaskan dengan akurat, lengkap, lancar, dan sistematis fakta, konsep, prosedur, operasi, dan prinsip matematika. Fakta matematika yang diungkapkan terdiri atas variabel, lambang bilangan, simbol persamaan dan pertidaksamaan, simbol operasi, dan notasi himpunan. Ungkapan secara lisan kata “negatif” sebagai tanda suatu bilangan yang kurang dari nol, dan kata “dikurangi” sebagai operasi disampaikan dengan akurat. Simbol pertidaksamaan “lebih dari,” “kurang dari,” “lebih dari atau sama dengan,” dan “kurang dari atau sama dengan” diungkapkan secara lisan dengan akurat, dan tidak ditemukan ungkapan “lebih besar atau lebih kecil.” Penjelasan tertulis tentang konsep, contoh konsep, dan prosedur matematika telah disajikan secara sistematis. Demikian juga sifat-sifat matematika yang digunakan dalam prosedur, operasi dan prinsip matematika seperti rumus, sifat-sifat aljabar, dan model matematika diungkapkan dengan akurat, lengkap, lancar, dan sistematis.
Mahasiswa calon guru dengan komunikasi matematis level sedang dapat menjelaskan dengan akurat, lancar, dan sistematis fakta, konsep, prosedur, operasi, dan prinsip matematika. Demikian juga ungkapan tentang definisi, tahapan dalam operasi dan prosedur, serta prinsip-prinsip penjumlahan, pengurangan, perkalian, dan pembagian. Komunikasi tertulis konsep matematika yang disajikan dengan bentuk umum disampaikan dengan akurat, dan sistematis. Sedangkan konsep matematika yang disajikan dalam bentuk definisi analitik diungkapkan secara lisan dengan akurat, dan lancar. Mahasiswa calon guru dengan komunikasi matematis level rendah dapat menjelaskan materi matematika dengan akurat. Demikian pula fakta, operasi, prosedur, dan prinsip yang digunakan untuk menjelaskan konsep dan contoh konsep telah diungkapkan dengan akurat.
ABSTRACT
Zahri, Mohammad (2020). Pre-Service Teachers’ Mathematical Communication Level. Dissertation. Mathematics Education Program, Postgraduate School of Surabaya State University. Supervisors: (I) Prof. I. Ketut Budayasa, Ph.D., and (II) Dr. Agung Lukito, M.S.
Key words: Communication level, characteristics, pre-service teacher
Oral and written mathematical communication plays a crucial role in learning. Mathematical communication is used by the teacher to explain the material, ask and answer questions, and guide discussions.
This qualitative descriptive research aims to define the characteristics and level of pre-service teachers’ mathematical communication. The subject of this research was pre-service teachers who were chosen using the snowball sampling technique. This research's primary instrument is the researcher, along with auxiliary instrument of written mathematical communication task in the form of teaching preparation, and verbal task in the form of teaching activity. The data collection technique applied in this research was the documentation of teaching preparation and learning video recording. The data credibility were established by extending the time of stay with the source of data, deeper observation, and time triangulation. The data analysis was conducted using data condensation, data display, conclusion drawing, and verification.
The results of this research indicate that there are three mathematical communication levels of pre-service teachers, i.e., high with accurate, comprehensive, fluent, and systematic characteristics; intermediate with accurate, fluent, and systematic characteristics; and low with accurate characteristic only.
Pre-service teacher students with high-level mathematical communication can accurately explain facts, concepts, procedures, operations, and mathematical principles completely, fluently, and systematically. Mathematical facts revealed to consist of variables, number symbols, equation and inequality symbols, operation symbols, and set notations. The verbal expression of the word "negative" as a sign of a number less than zero, and the word "minus" as an operation is conveyed accurately. The inequality symbols "greater than," "less than," "greater than or equal to," and "less than or equal to" are accurately expressed orally, and no expression "greater or less" is found. Written explanations of concepts, examples of concepts, and mathematical procedures have been presented systematically. Likewise, the mathematical properties used in mathematical procedures, operations, and principles such as formulas, algebraic properties, and mathematical models are expressed accurately, completely, fluently, and systematically.
Pre-service teacher students with intermediate mathematical communication levels can accurately, fluently, and systematically explain mathematical facts, concepts, procedures, operations, and principles. Likewise, for expressions of definition, stages in operations and procedures, and the principles of addition, subtraction, multiplication, and division. Written communication of mathematical concepts presented in general form is conveyed accurately and systematically. Meanwhile, the mathematical concepts presented in the form of analytical definitions are expressed verbally accurately and fluently.
Pre-service teacher students with low levels of mathematical communication can explain mathematical material accurately. Likewise, the facts, operations, procedures, and principles used to explain concepts and examples of concepts have been accurately demonstrated.