Menganalisis Kemampuan Komunikasi Matematis Siswa Berdasarkan Numerasi: Implikasi untuk Pembelajaran Matematika
Abstract
Tingkat komunikasi matematis masih beragam dan seringkali dipengaruhi oleh tingkat kemampuan numerasinya. Tujuan penelitian yaitu guna menganalisis kemampuan komunikasi matematis siswa berdasarkan kemampuan numerasi dalam materi Kelipatan Persekutuan Terkecil (KPK). Pendekatan yang diterapkan merupakan kualitatif deskriptif dengan subjek 3 siswa kelas V-A SDN Manukan Kulon VI Surabaya yang dipilih berdasarkan hasil tes numerasi ke dalam kategori rendah, sedang, dan tinggi. Proses analisis data mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan numerasi tinggi mampu mengomunikasikan ide matematis secara jelas, logis, dan lengkap, sedangkan siswa dengan kemampuan numerasi sedang dan rendah menunjukkan kelemahan dalam struktur penyampaian, penggunaan bahasa matematis, serta representasi ide. Kesimpulannya, semakin tinggi kemampuan numerasi siswa, semakin baik pula kemampuan komunikasi matematis yang dimilikinya.
Students’ mathematical communication skills vary and are often influenced by their level of numeracy. This study aims to analyze students’ mathematical communication skills in relation to their numeracy abilities on the topic of Least Common Multiple (LCM). The research employed a qualitative method with a descriptive design. The subjects consisted of three fifth-grade students from SDN Manukan Kulon VI Surabaya, selected based on high, medium, and low numeracy categories. Data analysis techniques included data reduction, data display, and conclusion drawing. The results showed that students with high numeracy skills were able to communicate mathematical ideas clearly, logically, and thoroughly, while students with medium and low numeracy levels exhibited weaknesses in the structure of explanation, use of mathematical language, and representation of ideas. It can be concluded that the higher the student’s numeracy ability, the better their mathematical communication skills.
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References
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
Kusaeri, & Aditomo, A. (2019). Pedagogical beliefs about Critical Thinking among Indonesian mathematics pre-service teachers. International Journal of Instruction, 12(1), 573-590. https://doi.org/10.29333/iji.2019.12137a
Crossref
Lestari, E. P., & Siswono, T. Y. E. (2022). Profil berpikir kritis siswa smp menyelesaikan soal numerasi berdasarkan tingkat kemampuan numerasi. MATHEdunesa, 11(2), 538-547. https://doi.org/10.26740/mathedunesa.v11n2.p538-547
Crossref
Maffia, A., Manolino, C., & Miragliotta, E. (2025). There is more to algebra than meets the eye: the case of blindness. Educational Studies in Mathematics, 63-77. https://doi.org/10.1007/s10649-025-10394-0
Crossref
Mandasari, R., Chandra, T. D., & Dwiyana, D. (2023). Kemampuan Komunikasi Matematis Tulis Siswa SMP dalam Menyelesaikan Masalah. State University of Malang. https://doi.org/10.30598/PattimuraSci.2021.KNMXX.229-236
Crossref
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Meiliyah, A., & Setianingsih, R. (2019). Profil Komunikasi Matematis Tulis Siswa SMP dalam Memecahkan Masalah Matematika Ditinjau dari Perbedaan Kemampuan Matematika. MATHEdunesa, 8(2), 318-327. https://doi.org/10.36815/majamath.v2i1.356
Crossref
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
Asempapa, R. S. (2015). Mathematical Modeling: Essential for Elementary and Middle School Students. Journal of Mathematics Education © Education for All Spring, 8(1), 16-29. http://educationforatoz.com/images/Asempapa_2015-Spring_.pdf
Bråting, K. (2023). From Symbolic Manipulations to Stepwise Instructions: A Curricular Comparison of Swedish School Algebra Content over the Past 40 Years. Scandinavian Journal of Educational Research, 67(2), 225-239. https://doi.org/10.1080/00313831.2021.2006301
Crossref
Cevikbas, M., & Kaiser, G. (2023). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM - Mathematics Education, 55(1), 177-191. https://doi.org/10.1007/s11858-022-01388-w.
Crossref
Chen, Y., & Kong, D. (2017). An investigation on factors in the integration of reciprocal teaching into multimedia teaching. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 133-142. https://doi.org/10.12973/eurasia.2017.00608a
Crossref
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dündar, S. (2015). Mathematics Teacher- Candidates' Performance in Solving Problems with Different Representation Styles: The Trigonometry Example. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1363-1378. https://doi.org/10.12973/eurasia.2015.1396a
https://doi.org/10.12973/eurasia.2015.1396a">Crossref
Engelbrecht, J., Borba, M. C., & Kaiser, G. (2023). Will we ever teach mathematics again in the way we used to before the pandemic? ZDM - Mathematics Education, 55(1), 1-16. https://doi.org/10.1007/s11858-022-01460-5
Crossref
Faizah, H., & Sugandi, E. (2022). Analisis Kemampuan Komunikasi Matematis Tulis Siswa Smp Pada Soal Cerita Bentuk Aljabar Dalam Pembelajaran Daring. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(1), 291. https://doi.org/10.24127/ajpm.v11i1.4429
Crossref
Fan, L., Luo, J., Xie, S., Zhu, F., & Li, S. (2022). Chinese students' access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools. ZDM - Mathematics Education, 54(3), 611-624. https://doi.org/10.1007/s11858-022-01363-5
Crossref
Fatwa, V. C., Septian, A., & Inayah, S. (2019). Kemampuan Literasi Matematis Siswa melalui Model Pembelajaran Problem Based Instruction. Mosharafa: Jurnal Pendidikan Matematika, 8(3), 389-398. https://doi.org/10.31980/mosharafa.v8i3.535
Crossref
Firmansyah, D., & Dede. (2022). Teknik Pengambilan Sampel Umum dalam Metodologi Penelitian: Literature Review. Jurnal Ilmiah Pendidikan Holistik (JIPH), 1(2), 85-114. https://doi.org/10.55927/jiph.v1i2.937
Crossref
García González, M. S., & Sierra, G. M. (2020). The history of a teacher's relief of his mathematics anxiety: the case of Diego. Educational Studies in Mathematics, 103(3), 273-291. https://doi.org/10.1007/s10649-020-09941-8
Crossref
Geiger, V., Forgasz, H., & Goos, M. (2015). A critical orientation to numeracy across the curriculum. ZDM - Mathematics Education, 47, 611-624. https://doi.org/10.1007/s11858-014-0648-1
Crossref
Hadi et al. (2021). Analisa Kemampuan Literasi Numerasi dan Self-Efficacy Siswa Madrasah dalam Pembelajaran Matematika Realistik. Jurnal Ilmiah Wahana Pendidikan, 7(7), 300-310. https://doi.org/10.5281/zenodo.5716119
Handoko, Y., Wijaya, H. A., & Lestari, A. (2024). Metode Penelitian Kualitatif Panduan Praktis untuk Penelitian Administrasi Pendidikan. PT. Sonpedia Publishing Indonesia.
Hermawati, A., & Anawati, S. (2023). Pengaruh Kemampuan Komunikasi Matematis terhadap Kemampuan Literasi Numerasi Siswa. Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika, 3(2), 275-282.
Crossref
Iswara, H. S., Ahmadi, F., & Ary, D. Da. (2022). Numeracy Literacy Skills of Elementary School Students through Ethnomathematics-Based Problem Solving. Interdisciplinary Social Studies, 2(2), 1604-1616. https://doi.org/10.55324/iss.v2i2.316
Crossref
Kementrian Pendidikan dan Kebudayaan. (2017). AKM dan Implikasinya Pada Pembelajaran. Pusat Asesmen Dan Pembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Dan KebudayaanPembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Dan Kebudayaan, 1-37.
Krawitz, J., Schukajlow, S., & Hartmann, L. (2025). Does problem posing affect self-efficacy, task value, and performance in mathematical modelling? Educational Studies in Mathematics, 0123456789. https://doi.org/10.1007/s10649-025-10385-1
Crossref
Kusaeri, & Aditomo, A. (2019). Pedagogical beliefs about Critical Thinking among Indonesian mathematics pre-service teachers. International Journal of Instruction, 12(1), 573-590. https://doi.org/10.29333/iji.2019.12137a
Crossref
Lestari, E. P., & Siswono, T. Y. E. (2022). Profil berpikir kritis siswa smp menyelesaikan soal numerasi berdasarkan tingkat kemampuan numerasi. MATHEdunesa, 11(2), 538-547. https://doi.org/10.26740/mathedunesa.v11n2.p538-547
Crossref
Maffia, A., Manolino, C., & Miragliotta, E. (2025). There is more to algebra than meets the eye: the case of blindness. Educational Studies in Mathematics, 63-77. https://doi.org/10.1007/s10649-025-10394-0
Crossref
Mandasari, R., Chandra, T. D., & Dwiyana, D. (2023). Kemampuan Komunikasi Matematis Tulis Siswa SMP dalam Menyelesaikan Masalah. State University of Malang. https://doi.org/10.30598/PattimuraSci.2021.KNMXX.229-236
Crossref
Manguni, D. W. (2022). Teknik Membaca Scanning dalam Pengembangan Literasi Numerasi pada Pembelajaran Matematika Anak di Sekolah Dasar. ProSANDIKA UNIKAL (Prosiding Seminar Nasional Pendidikan Matematika Universitas Pekalongan), 3(1), 59-70.
Meiliyah, A., & Setianingsih, R. (2019). Profil Komunikasi Matematis Tulis Siswa SMP dalam Memecahkan Masalah Matematika Ditinjau dari Perbedaan Kemampuan Matematika. MATHEdunesa, 8(2), 318-327. https://doi.org/10.36815/majamath.v2i1.356
Crossref
Mutiah, E., Harahap, N., & Lubis, R. H. (2023). Pengaruh Literasi Numerasi Terhadap Kemampuan Komunikasi Matematik Siswa Melalui Pendekatan Saintifik Kelas V SD Negeri 0507 Latong. Indo-MathEdu Intellectuals Journal, 4(2), 873-879. https://doi.org/10.54373/imeij.v4i2.294
Crossref
Muzaki, A. (2019). Analisis kemampuan literasi matematis siswa. Mosharafa: Jurnal Pendidikan Matematika, 8(3), 493-502. https://doi.org/10.31980/mosharafa.v8i3.557
Crossref
Nada, Q., Prasetyo, P., Atas, M., Al, I., & Selatan, J. (2022). Analisis Kemampuan Pemecahan Masalah Peserta Didik Sma Pada Materi Eksponensial Analisis Kemampuan Pemecahan Masalah Peserta Didik SMA Pada Materi Eksponensial. 8435.
NCTM. (2000). Princples and Standards for School Mathematics. Journal of Equine Veterinary Science, 1-6. https://doi.org/10.1016/s0737-0806(98)80482-6
Crossref
Ningrum1, S. W., Khikmiyah2, F., & Suryantari3, E. (2024). MATEMATIS SISWA 1 , 2 Pendidikan Profesi Guru Universitas Muhammadiyah Gresik 3 SMAN I Gresik PENDAHULUAN Pendidikan pada abad ke-21 menekankan pada pengembangan keterampilan abad ke-21 yang mencakup keterampilan dasar seperti berpikir kritis , kreativita. 9(1), 64-83.
Nityasanti, N., Laila, A., Saida, A., Hanafi, M., & Yasin, M. (2025). 21st Century Learning : A Research Analysis of Numeracy Literacy Trends among Students. 6(1), 264-277. https://doi.org/10.46245/ijorer.v6i1.726
Crossref
OCDE. (2024). Pisa 2022. In Perfiles Educativos (Vol. 46, Issue 183). https://doi.org/10.22201/iisue.24486167e.2024.183.61714
Crossref
Paridjo, & Waluya, S. B. (2017). Analysis Mathematical Communication Skills Students In The Matter Algebra Based Nctm. IOSR Journal of Mathematics, 13(I), 60-66. https://doi.org/10.9790/5728-1301056066
Crossref
PISA, O. (2022). Results Factsheets Indonesia.‖. The Language of Science Education, 1(2023), 1-9.
Puspa, R., Fitriyanto, A., & Fathoni, A. (2022). Profil Kemampuan Pemecahan Masalah Siswa Pada Materi Penjumlahan Dan Pengurangan Berdasarkan Kemampuan Matematis Siswa Profil Kemampuan Pemecahan Masalah Siswa Kelas 1 Pada Materi Penjumlahan dan Pengurangan Berdasarkan Kemampuan Matematis. 8435. https://doi.org/10.22236/ijopme.v2i2.8869
Crossref
Rahayuningsih, S., Sirajuddin, S., & Nasrun, N. (2020). Cognitive flexibility: exploring students' problem-solving in elementary school mathematics learning. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(1), 59-70. https://doi.org/10.23917/jramathedu.v6i1.11630
Crossref
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Authors
Anggraini, B. A., & Hanim Faizah. (2025). Menganalisis Kemampuan Komunikasi Matematis Siswa Berdasarkan Numerasi: Implikasi untuk Pembelajaran Matematika. International Journal of Progressive Mathematics Education, 5(1), 125–144. https://doi.org/10.22236/ijopme.v5i1.19005
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