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
This study aims to analyze students' mathematical communication skills in differential equation course, especially in written communication indicators which include (1) stating everyday events in mathematical language, (2) carrying out mathematical ideas, situations, and relationships in writing with real objects, pictures, and graphs, (3) reading with an understanding of a written mathematical problem solving. The descriptive qualitative approach is used with instruments in the form of questionnaires, contextual test questions, and task-based interview guidelines. The subject of the study was 50 students who took the differential equation course at Universitas Islam Malang. The data in this study were analyzed using the Miles and Huberman model. The results revealed that students' abilities varied across the three indicators. The indicator of stating problems in mathematical language reached 67%, graph visualization ability was only 35% due to limited skills in integrating contextual information into visual representations, and the ability to read and comprehend written problem-solving reached 47%, with primary difficulties in contextual understanding, notation interpretation, and step-by-step reasoning. The novelty of this study is the integrated identification of specific gaps in students' mathematical communication abilities across all three indicators within the context of differential equations, a focus rarely addressed in prior research. These findings are expected to contribute to designing innovative teaching strategies to improve the quality of differential equation learning in higher education.
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