Kemampuan Komunikasi Matematis Mahasiswa: Studi Kualitatif Pada Mata Kuliah Persamaan Diferensial
DOI:
https://doi.org/10.31941/delta.v14i1.5411Keywords:
kemampuan komunikasi matematis, persamaan diferensial, kualitatifAbstract
Penelitian ini bertujuan menganalisis kemampuan komunikasi matematis mahasiswa pada mata kuliah persamaan diferensial, khususnya pada indikator komunikasi tertulis yang mencakup (1) menyatakan peristiwa sehari-hari dalam bahasa matematika, (2) menjalankan ide, situasi, dan relasi matematika secara tertulis dengan benda nyata, gambar, maupun grafik, (3) membaca dengan pemahaman suatu pemecahan masalah matematika tertulis. Pendekatan kualitatif deskriptif digunakan dengan instrumen berupa angket, soal tes kontekstual, dan pedoman wawancara berbasis tugas. Subjek penelitian adalah 50 mahasiswa yang mengikuti mata kuliah persamaan diferensial. Hasil penelitian menunjukkan kemampuan mahasiswa bervariasi, dengan indikator menyatakan masalah dalam bahasa matematika mencapai 67%, namun kemampuan visualisasi grafik rendah, yaitu 35%, akibat kurangnya keterampilan mengintegrasikan informasi kontekstual ke dalam representasi visual. Kebaruan dari penelitian ini adalah penekanan pada identifikasi kesenjangan spesifik dalam kemampuan mahasiswa, terutama pada visualisasi grafik yang mencerminkan kelemahan integrasi informasi kontekstual ke dalam representasi visual matematis.Temuan ini diharapkan memberikan kontribusi dalam merancang strategi pengajaran inovatif untuk meningkatkan kualitas pembelajaran persamaan diferensial di pendidikan tinggi.
References
Azizah, N., Usodo, B., & Saputro, D. R. S. (2020). The written mathematical communication ability of junior high school students in solving set problems. Journal of Physics: Conference Series, 1538(1). https://doi.org/10.1088/1742-6596/1538/1/012103
Bibi, A., Zamri, S. N. A. S., & Abedalaziz, N. A. M. (2018). Role of students’ context familiarity in differential equations problem solving at pre university level. Malaysian Online Journal of Educational Sciences, 6(October), 48–57.
Habre, S. S. (2023). Qualitative aspects of differential equations in an inquiry-oriented course. International Journal of Mathematical Education in Science and Technology, 54(3), 351–364. https://doi.org/10.1080/0020739X.2021.1954250
Hendriana, H., Rohaeti, E. E., & Sumarno, U. (2017). Hard Skill dan Soft Skill Matematika Siswa. Refika Aditama.
Johnson, P., Almuna, F., & Silva, M. (2022). The role of problem context familiarity in modelling first-order ordinary differential equations. Journal on Mathematics Education, 13(2), 323–336. https://doi.org/10.22342/jme.v13i2.pp323-336
Lestari, K. E. L., & Yudhanegara, M. R. (2015). Penelitian Pendidikan Matematika. Refika Aditama.
Melisa, M., & Utami, N. S. (2023). Students’ Mathematical Literacy in Solving Problems System of Equation of Three Variables. Jurnal Pendidikan Matematika (JUPITEK), 6(1), 42–48. https://doi.org/10.30598/jupitekvol6iss1pp42-48
Murtafiah, W. (2016). Kemampuan Komunikasi Matematika Mahasiswa Calon Guru Matematika Dalam Menyelesaikan Masalah Persamaan Diferensial Ditinjau Dari Gender. Jurnal Math Educator Nusantara ( JMEN ), 02(01), 31–41.
Nuraini, N., Yuanita, P., Murni, A., & Roza, Y. (2023). Analysis of Mathematical Communication Ability in Set Materials. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 7(1), 93. https://doi.org/10.31331/medivesveteran.v7i1.2327
Nurrahmawati, Sa’dijah, C., Sudirman, & Muksar, M. (2021). Assessing students’ errors in mathematical translation: From symbolic to verbal and graphic representations. International Journal of Evaluation and Research in Education, 10(1), 115–125. https://doi.org/10.11591/ijere.v10i1.20819
Parinata, D., & Puspaningtyas, N. D. (2022). Studi Literatur: Kemampuan Komunikasi Matematis Mahasiswa Pada Materi Interal. Jurnal Ilmiah Matematika Realistik (JI-MR), 3(2), 94. https://doi.org/https://doi.org/10.33365/ji-mr.v3i2.2170
Rachmawati, L. N., Cholily, Y. M., & Zukhrufurrohmah. (2021). Mathematics Communication Mistakes in Solving Hots Problems. Infinity Journal, 10(1), 69–80. https://doi.org/10.22460/infinity.v10i1.p69-80
Thompson, D. R., & Chappell, M. F. (2007). Communication and representation as elements in mathematical literacy. Reading and Writing Quarterly, 23(2), 179–196. https://doi.org/10.1080/10573560601158495
Tugce, E., & Tunga, M. (2023). Investigation of the Learning Outcomes of the 2018 Middle School Mathematics Curriculum in Terms of Mathematical Communication Skills. International Journal of Curriculum and Instructional Studies, 13(1), 224–248. https://www.ijocis.com/index.php/ijocis/article/view/ijocis.2023.010
Yarman, Y., Fauzan, A., Armiati, A., & Lufri, L. (2020). Analysis of Student Errors in Solving Ordinary Differential Equations Based on SOLO Taxonomy. Journal of Physics: Conference Series, 1554(1). https://doi.org/10.1088/1742-6596/1554/1/012065
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Delta: Jurnal Ilmiah Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
