ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI GAYA KOGNITIF (Penelitian dilakukan di kelas VIII SMP Negeri 16 Surakarta Tahun Ajaran 2015/2016)ud

摘要

Yaumil Sitta Achir. K1311079. ANALYSIS ON STUDENT’S MATHEMATICAL COMMUNICATION ABILITY IN MATHEMATICAL PROBLEM SOLVING ON LINEAR EQUATION SYSTEM OF TWO VARIABLES VIEWED FROM COGNITIVE STYLE. (The Research was conducted in grade 8 SMP Negeri 16 Surakarta year 2015/2016). Thesis, Surakarta: Teacher Training and Education Faculty. Sebelas Maret University. April, 2016. The purpose of this research were : (1) To describe ability and to know student’s mathematical communication in writing level who has Field Independent in cognitive style grade 8 SMP Negeri 16 Surakarta in mathematical problem solving on Linear Equation System of Two Variables, (2) To describe ability and to know student’s mathematical communication in writing level who has Field Dependent in cognitive style grade 8 SMP Negeri 16 Surakarta in mathematical problem solving on Linear Equation System of Two Variables. This research was a descriptive qualitative research. The subject of this research was students of grade VIII B that has 30 students. Subject was determined by purposive sampling technique, so it was taken four students who would be the subject which was divided by two students of Field Dependent and two students of Field Independent. The data source was got from the subject of this research. The data collection techniques in this research were questionnaire and interviewed based on the task. The data analysis technique used three activities, which were data reduction, data presentation, and conclusion taking. The data validity in this research used triangulasi of time. Based on the analysis data, we got the information that: (1) Student’s mathematical communication in writing ability of Field Dependent cognitive style are: (a) Students could explain the problem by mentioning what were given and what were asked in the problem, (b) students could not turn the contextual problem into mathematical model, (c) Students could use mathematical representasion from a whole information that given in problem, (d) Students could not do the steps of problem solving completely, (e) Students could not get the final solution, (f) students could not connect the solution back into contextual problem. Students who has Field Dependent in level 1-2 means that Field Dependent students have mathematical communication ability in category low-medium. (2) Student’s mathematical communication in writing ability of Field Independent cognitive style were: (a) Students could explain the problem by mentioning what were given and what were asked in the problem, (b) students could turn the contextual problem into mathematical model, (c) Students could use mathematical representation, (d) Students could use the concept and strategy in problem solving clearly, (e) Students could do the steps of problem solving completely, (f) Students could get the final solution, (g) students could connect the solution back into contextual problem. Students who has Field Independent in level 3-4 means that Field Independent students have mathematical communication ability in category highvery high. Keywords : Mathematical Communication, Problem Solving, Cognitive Style