Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership

Muhammad Nurhusain; Muhammad  Hasby

doi:10.51574/kognitif.v1i1.15

Authors

Muhammad Nurhusain STKIP YPUP Makassar
Muhammad Hasby

DOI:

https://doi.org/10.51574/kognitif.v1i1.15

Keywords:

Komunikasi matematika, Diskusi kelompok, Strategi Student Team Heroic Leadership

Abstract

Matematika pada umumnya identik dengan penghitungan angka dan rumus, sehingga menimbulkan anggapan bahwa keterampilan komunikasi tidak dapat dibangun dari pembelajaran matematika. Salah satu komponen kunci yang dapat mempengaruhi keberhasilan dalam matematika adalah kebutuhan untuk memperhatikan ketelitian yang secara eksplisit meminta siswa untuk memperhatikan ketepatan baik kalkulasi maupun bahasa. Berdasarkan hasil wawancara dengan guru mata pelajaran matematika SMP di salah satu sekolah negeri yang ada di Makassar, peneliti menemukan beberapa masalah dalam pembelajaran matematika (1) metode yang digunakan guru adalah ceramah. (2) pembelajaran belum berpusat pada siswa (student centered learning). (3) Dalam menyelesaikan soal matematika siswa kurang mampu menuliskan simbol matematika dengan benar. Bagaimana meningkatkan komunikasi matematika siswa dalam membangun diskusi kelompok yang efektif melalui strategi student team heroic leadership adalah tujuan penelitian ini. Jenis penelitian ini adalah Penelitian Tindakan Kelas yang akan di adakan minimal 2 siklus, setiap siklus terdiri dari empat tahapan yaitu: 1) Perencanaan, 2) Pelaksanaan, 3) Pengamatan, 4) Refleksi. Subjek Penelitian adalah siswa kelas VII salah satu SMP negeri yang ada di Makassar, yang terdiri dari 6 laki-lai dan 10 perempuan. Hasil penelitian menunjukkan komunikasi matematika siswa dapat ditingkatkan dengan menerapkan strategi pembelajaran Student Team Heroic Leadership, hal ini ditunjukkan dengan rata-rata nilai hasil tes komunikasi pada siklus I dari 76% menjadi 96% pada siklus II, ketuntasan hasil tes komunikasi matematika siswa secara kalsikal meningkat dari tes siklus I ke tes siklus II, dan terjadi perubahan positif aktivitas siswa pada siklus I dan siklus II. Temuan lain terungkap bahwa adanya kecenderungan siswa menyembunyikan sesuatu yang tidak diketahui selama proses pembelajaran sehingga guru kesulitan untuk menilai sejauh mana pemahaman siswa terhadap konsep dari materi matematika yang disajikan. Harapan peneliti, lebih lanjut akan dilakukan penelitian bagaimana memunculkan percaya diri siswa dalam mengungkapkan ketidaktahuan selama menyelesaikan masalah matematika yang disajikan guru selama proes pembelajaran.

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