Research Article
Analysis of the Mathematical Communication Quitters Student in Mathematics’ Problem Solving
@INPROCEEDINGS{10.4108/eai.28-9-2019.2291035, author={Wharyanti Ika Purwaningsih and Teguh Wibowo and Budiyono Budiyono and Tri Widiantoro}, title={Analysis of the Mathematical Communication Quitters Student in Mathematics’ Problem Solving}, proceedings={Proceedings of the 2nd International Conference on Education, ICE 2019, 27-28 September 2019, Universitas Muhammadiyah Purworejo, Indonesia}, publisher={EAI}, proceedings_a={ICE}, year={2020}, month={2}, keywords={adversity quotient mathematical communication problemsolving quitters}, doi={10.4108/eai.28-9-2019.2291035} }- Wharyanti Ika Purwaningsih
Teguh Wibowo
Budiyono Budiyono
Tri Widiantoro
Year: 2020
Analysis of the Mathematical Communication Quitters Student in Mathematics’ Problem Solving
ICE
EAI
DOI: 10.4108/eai.28-9-2019.2291035
Abstract
Mathematical communication support student’s problem solving in math. Mathematical communication is the ability of students to understand, express mathematical ideas and ideas, evaluate information, and present clear arguments with the language of mathematics. In solving math problems, everyone has different ways and styles of thinking because not everyone has the same thinking skills. That mean adversity quotient (AQ). This study aims to describe the mathematical communication of students with adversity quotient on quitters of SMP students in resolving the mathematical problems of two-variable linear equations system. This research was a qualitative descriptive study. The subject method is purposive technique. Data collection used mathematical communication tests, interviews, documentation and field records. The results showed the mathematical aspects of communication that appeared on the students of quitters when performing problem solving of two-variable linear equations system material were: (1) using mathematical language, symbols or notation in mathematics to express Mathematical ideas correctly. (2) Organizing and consolidating their mathematical thinking through communication. (3) Analyzing mathematical thinking.
