Abstrak

Komunikasi merupakan unsur penting dalam pembelajaran matematika. Proses pembelajaran menuntut guru menguasai keterampilan mengkomunikasikan konten matematika. Tahapan pendidikan calon guru untuk menyiapkan kecakapan komunikasi menjadi penting diperhatikan. Penelitian ini bertujuan menginvestigasi karakteristik kemampuan komunikasi matematis mahasiswa calon guru. Selain itu, akan ditelaah capaian kemampuan mahasiswa pada setiap karakteristik yang muncul. Lima mahasiswa pendidikan matematika diuji untuk menyajikan penjelasan tentang teknik pengintegralan. Penjelasan tersebut melibatkan komunikasi lisan dan tulisan tentang substitusi trigonometri dalam menyelesaikan soal integral tak tentu. Video masing-masing subyek direkam dan dianalisis secara kualitatif. Hasil analisis data menunjukkan karakteristik berbeda antara bentuk komunikasi matematis lisan dan tulisan. Secara lisan, karakteristik komunikasi matematis mahasiswa calon guru ditandai dengan keakuratan, kelengkapan, serta kelancaran dalam menyampaikan penjelasan. Sedangkan komunikasi matematis dalam bentuk tulis dapat digolongkan berdasarkan keakuratan, kelengkapan, dan kesistematisan penjelasan. Karakteristik komunikasi yang muncul pada tiap subjek penelitian berbeda satu sama lain. Hasil analisis data juga digunakan untuk mengungkap capaian kemampuan mahasiswa calon guru pada tiap karakteristik komunikasi yang muncul. Terungkap bahwa kelima subjek penelitian menunjukkan capaian berbeda pada tiap karakteristik baik komunikasi lisan maupun tulisan. Subjek penelitian menunjukkan perbedaan kemampuan dalam akurasi, kelengkapan, kelancaran, maupun sistematika saat berkomunikasi.

Kata Kunci: komunikasi matematis, mahasiswa, calon guru, kalkulus

Abstract

Communication plays an important role on mathematics classroom. Educational process require teacher to acquire such an ability to communicate mathematical content. It is important to prepare prospective teacher in university level with this ability. This article describes an investigation on characteristic of mathematical communication ability of prospective teacher. In addition, it will also explain students’ achievement on each characteristic of the ability. Five mathematics education students are assessed while they explain integration technique. They explain about trigonometry substitution in solving integral problem by using both oral and written form of communication. Recorded video from each subject is analyzed qualitatively. The result of analysis shows that there are different characteristic of mathematical communication between its oral and written form. The characteristic of oral communication is signified by accuracy, completeness, and fluency when a student explaining the topic. Meanwhile, written form of mathematical communication is signified by its accuracy, completeness, and systematical of the explanation. The characteristic of communication that occur in students’ explanation is vary one another. The result of data analysis is also used to reveal students’ achievement on how well they communicate mathematically. This degree of competencies is based on each characteristic occurred in their communication. The students show various extents on the way they communicate mathematically either oral or written form. In other word, students show different degree of ability on the accuracy, completeness, fluency, and systematical during mathematical communication.

Keywords: mathematical communication, prospective teacher, calculus.