Membangun Kemampuan Komunikasi Matematis: Strategi Integrasi Self-Concept dan Brainstorming dalam Model Problem Based Learning

Ulfa Nur Afifah; Budi Waluya; Nuriana Rachmani Dewi

doi:10.31004/cendekia.v7i3.2846

Ulfa Nur Afifah , Univeristas Negeri Semarang
Budi Waluya Univeristas Negeri Semarang
Nuriana Rachmani Dewi Univeristas Negeri Semarang

DOI: https://doi.org/10.31004/cendekia.v7i3.2846

Keywords: Mathematical communication skills, Problem Based Learning, Brainstorming, Self-concept

Abstract

Ketidakmampuan siswa dalam menjelaskan masalah matematika dapat disebabkan oleh siswa tidak memahami jawaban yang diberikan, sehingga tidak dapat mengartikulasikannya. Kemudian merasa kesulitan dalam menjelaskan jawaban meskipun mereka benar-benar memahaminya. Sehingga tujuan penelitian ini untuk menguji efektivitas model tersebut dalam meningkatkan kemampuan komunikasi matematis dan menganalisis dampak self-concept terhadap kemampuan komunikasi matematis peserta didik. Penelitian ini memadukan dua pendekatan, yaitu kuantitatif dan kualitatif, yang dikenal dengan pendekatan kombinasi atau "Mixed research". Teknik pengumpulan data, penelitian ini menggunakan observasi, tes, angket, wawancara dan dokumentasi. Analisis data terdiri dari analisis data kuantitatif, dan analisis data kualitatif. Sehingga dalam penelitian ini, penggunaan Model Problem Based Learning (PBL) dengan metode Brainstorming terbukti meningkatkan kemampuan komunikasi matematis peserta didik. Kelas eksperimen yang menerapkan kombinasi kedua metode ini menunjukkan hasil yang lebih baik dibandingkan kelas kontrol yang hanya menggunakan PBL. Interaksi, diskusi, dan kolaborasi yang terjadi dalam proses pembelajaran dengan kombinasi metode tersebut memfasilitasi peningkatan kemampuan komunikasi matematis. Selain itu, self-concept memiliki peran krusial dalam proses ini. Peserta didik dengan self-concept yang positif cenderung memiliki kemampuan komunikasi matematis yang lebih baik. Hal ini menegaskan bahwa model pembelajaran yang tepat, dikombinasikan dengan self-concept yang positif, dapat mengoptimalkan potensi peserta didik dalam memahami dan mengkomunikasikan konsep matematika. Dengan demikian hasil dari penelitian ini diharapkan dapat menjadi referensi bagi pendidik dan praktisi pendidikan dalam merancang strategi pembelajaran yang lebih efektif.

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