Analisis Kemampuan Komunikasi Matematis Siswa SMP pada Materi Peluang Ditinjau dari Tipe Kepribadian

Abstract

Mathematical communication skills are one of the essential competencies that students must possess in mathematics learning because they play an important role in expressing ideas, using mathematical symbols and representations, and explaining problem-solving processes systematically. However, students’ mathematical communication skills on probability material are still not optimal and are presumed to be influenced by individual characteristics, one of which is personality type. This study aims to analyse students’ mathematical communication skills on probability material in terms of extrovert and introvert personality types. This study employed a qualitative approach using a descriptive method. The research subjects consisted of 12 eighth-grade students at SMP Negeri 3 Susoh. The research instruments included an essay test to measure mathematical communication skills and a personality type questionnaire. Data were collected through the administration of the test and questionnaire, then analysed using data reduction, data presentation, and conclusion drawing techniques. The results showed that 25% of students had high mathematical communication skills, 67% were in the moderate category, and 8% were in the low category. Based on the indicators, the ability to use mathematical symbols, notation, and language obtained the highest percentage at 68%, while the indicator of drawing conclusions from problem-solving results obtained the lowest percentage at 56%. In terms of personality type, students with extrovert personalities demonstrated higher levels of mathematical communication skills than those with introvert personalities, particularly in expressing ideas, using mathematical symbols, and presenting solutions systematically. The findings indicate that personality type contributes to the characteristics of students’ mathematical communication skills. Therefore, teachers need to implement instructional strategies that accommodate students’ different characteristics so that mathematical communication skills can develop optimally.