Microsoft Word - e1ef-7e9f-fff5-aaba


 
 

91 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

Analysis of Student's Mathematic Communication Ability in Solving 

Problems of Pattern Procedures in Pythagoras Theorem 

 

Rizka Abdillah, Yus Mochamad Cholily, Rizal Dian Azmi 

Department of Mathematics Education, Faculty of Teacher Training and Education, 

Muhammadiyah University of Malang 

E-mail : rizkaabdillah99@gmail.com 

Abstract 

This study aims at knowing and describing students' mathematical 

communication skills in problem-solving on Pythagorean theorem material 

based on Polya's procedure. The Polya's problem-solving phase consists of 

the stage of understanding problems, planning problem solving, 

implementing problem-solving plans, and re-examining. The subject of this 

study were 6 students from eighth-grade of Junior High School which was 

selected based on good, sufficient, and poor mathematical communication 

criteria. Moreover, this study employed a descriptive qualitative method 

where the data was collected by using a test and interview. The results of the 

study revealed that the students with good mathematical communication 

capabilities criteria were able to solve the problems based on Polya's 

procedure. Meanwhile, students with sufficient criteria of mathematical 

communication capability unable to solve the problem based on Polya's 

procedure at the stage of making plans by altering mathematical information 

in the form of picture, students did not realize the need for design actions 

first, students just go ahead and didn 't see the results of completion that have 

been made. Additionally, students with poor mathematical communication 

capabilities were unable to solve the problems based on Polya's procedure, 

students were not meet at the stage of making plans by changing 

mathematical information in the form of picture, making plans by using and 

selecting mathematical information or images to solve the problems, and the 

students did not look back at the completed results. 

Keywords: Mathematical Communication; Problem Solving; Polya 

Procedure 
 

 

INTRODUCTION 
 

Education basically has two objectives, namely to make humans smart and 

smart, and to make humans into good and moral humans (Sudrajat, 2011). In an 

effort to improve the quality of education in Indonesia through learning(Raehang, 

2014). Learning is a person's change due to experiences(Khomsiatun & Retnawati, 

2015). According to Lanani (2013), learning includes a process in which students 

are transformed by educational messages about material from learning resources. 

At the time of transformation activities there is a communication process, both 

between teachers and students or students and students. Communication in 

mathematics is very necessary because there are so many symbols and 

mathematical concepts that are rarely understood by students. In mathematics 

communication is also called mathematical communication. Mathematical 

communication is a student's ability to convey mathematical ideas in written or oral 



 
 

92 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

form(Hodiyanto, 2017). Through communication, there is the delivery of ideas or 

ideas orally or in writing so that understanding will be created during learning 

(Asnawati, 2017). Students who have difficulty communicating mathematically 

will find it difficult to solve problems in mathematics. 

Problem solving ability as an indicator of learning objectives is a very 

important ability to be developed(Mariam, Rohaeti, & Sariningsih, 2018). 

Mathematics includes subjects that are used to obtain mathematical problem 

solving(P. Wulandari, Mujib, & Putra, 2016). The steps in solving problems in 

mathematics according toG. Polya (1973), there are 4 steps that must be considered 

in problem solving including: (1) understanding the problem; (2) compiling 

completion planning; (3) carry out planning; (4) review the results of the settlement 

made. The final stage in the G. Polya procedure is a process of checking all 

information back with calculations that have been carried out which aims to 

produce a solution to solving a problem. 

One of the activities to solve problems is by presenting the questions in the 

form of meaningful sentences or so-called story questions (Pritananda & Yusmin, 

2016) and (Wahyuddin, 2017). One of the ways to solve problems in mathematics 

is to use Polya's problem-solving steps to solve a mathematical problem. According 

toHasan (2019)There are many problems in mathematics, including the 

Pythagorean theorem, in the form of aspects based on conceptual, procedural, and 

computational errors. Often students solve problems in the absence of clear stages 

that begin by writing down what is known and what was asked. When students do 

not write down what is known, students often experience errors in entering values 

and conceptual errors can occur. At the assessment stage, students will be judged 

wrong in solving the problems that have been given. 

Junior High School (SMP) is a school level, to be precise in grade VIII there 

is material for the Pythagorean Theorem. In this material students must be able to 

solve problems on problems using creativity in calculating and using understanding 

of the concepts that have been taught. According toKhomsiatun & Retnawati 

(2015), to get to math proficiency how to reason a student must be trained, creativity 

and problem solving abilities of a student must be developed, ways of conveying 

mathematical information in writing and orally must also be developed.  

Based on the results of observations made at a junior high school in Malang 

district, it was found that students' mathematical abilities in solving story problems 

were relatively low. According toRimilda (2015), Junior high school students' 

proficiency in mathematical reasoning, communication and connection, as well as 

problem solving is felt to be lacking. 

Problem-solving abilities have attracted a lot of mathematics researchers 

and educators because of the weak abilities of each student. According toArtana 

(2014), the causes of the low ability of problem solving for each student include: 

students tend to take the examples given by the teacher without any attempt to ask 

if anything is not understood or understood so that the effort in solving the problem 

itself is lacking and students do not work on problem solving in a structured manner. 

Things like that ultimately lead to less student learning outcomes and doubtful 

students' mathematical communication because it is not optimal. 

In this research, the communication that will be analyzed is written and oral 

communication. Written and oral communication was chosen because the delivery 



 
 

93 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

of information between students and teachers is not through one of them only, 

sometimes there are some students who understand problem solving but cannot 

write in mathematical symbols or in clear sequences. According toAminah, Wijaya, 

& Yuspriyati (2018), in his research, mathematical communication in junior high 

school students, comparative material is still low in terms of expressing everyday 

events into the language of mathematics or mathematical symbols. On 

researchYuwono, Sup Sophisticated, & Ferdiani (2018), shows the problem-

solving analysis in solving story problems based on the poly theory theory states 

that many students are still not in accordance with the pattern theory. 

Based on the description above, the formulation of the problem is how the 

students 'mathematical communication skills in problem solving based on Polya's 

procedures for class VIII students of SMP Aisyiyah Muhammadiyah 3 Malang .. 

So that this study has the aim of knowing and describing the results of the analysis 

of students' mathematical communication skills both written and oral. by solving 

problems based on the polya procedure on the material problem of the Pythagorean 

theorem class VIII. The benefit of the results of this study is expected to be a 

comparison of teachers to further improve or maintain mathematical 

communication to students both orally and in writing using the polya procedure. 

 

RESEARCH METHOD 

Research seen from the approach has two types, namely a qualitative 

approach and a quantitative approach. In the research that has been done, which is 

used includes a qualitative approach with descriptive research type. Qualitative 

research aims to explain the events that occur thoroughly through the collection of 

data obtained(Lutfianannisak & Sholihah, 2018). This study is to determine and 

describe the results of the analysis of students' mathematical communication skills 

at SMP Aisyiyah Muhammadiyah 3 Malang in solving problems based on Polya's 

procedures on the Pythagorean theorem. 

 This research is about the analysis of written and oral mathematical 

communication in problem solving based on Polya's procedure on the Pythagorean 

theorem which was carried out at SMP Aisyiyah Muhammadiyah 3 Malang. The 

research was carried out on January 29, 2020 in accordance with the Pythagorean 

theorem material presented. Pythagorean theorem material entered in the even 

semester of class VIII using the 2013 curriculum. 

 On The 2013 curriculum for mathematics subjects is designed for class VIII 

with the Pythagorean theorem material in the even semester. So that the subjects in 

this study were class VIII students at SMP Aisyiyah Muhammadiyah 3 Malang. 

Data collection techniques in this study used tests and interviews. The test is used 

to obtain primary data with the mathematical communication skills of VIII grade 

junior high school students. The instruments used in this study were a test sheet of 

mathematical communication skills in the form of an essay, amounting to 3 

questions, and an interview guideline sheet. Before being used for research, the 

questions and interview guide sheets had been tested for validity by one lecturer 

and one mathematics subject teacher. Based on the assessment of the validator, It 

was found that the research instrument was valid with a total average for the test 

instrument of 3.21. As for the interview instrument, it was 3.23. So that the research 



 
 

94 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

instrument is valid and suitable for use. Interviews are used to observe and 

determine students' mathematical communication skills verbally by explaining the 

questions that have been completed and looking for more complete information. 

Interviews were conducted after the written test using the subject of 6 students from 

the criterion level of ability which included 2 students from good criteria, 2 students 

from sufficient criteria, and 2 students with poor criteria. With the above 

calculations, the students' written mathematical communication skills test scores 

were obtained. Then determined the category of student ability level for further 

interviews conducted. To critique students' written mathematical communication 

skills with value intervals from 0 to 100 with referenceLaksananti, Putri, Setiawan, 

Toto, & Setiawani (2017), so it looks like the following table. 

Table 1. Criteria for Level of Communication Capability 

   

After being matched with the level of categories that have been provided, then the 

next interview is to take 6 students from class VIII using the interview question 

guide. 

 

RESULTS AND DISCUSSION 

Research on mathematical communication skills was conducted at SMP 

Aisyiyah Muhammadiyah 3 Malang on January 29, 2020 aimed at grade VIII 

students. VIII grade students who have studied the Pythagorean theorem material 

that has been taken at the beginning of the even semester. The results can be 

obtained by carrying out a written test with a total of 3 questions that contain 

questions about the Pythagorean theorem that must be solved by students. 

Written Mathematical Communication Skills 

The written test in this study was attended by 21 students of class VIII with 

the provisions previously described in the research method. This written 

mathematical communication has 4 indicators to achieve these 4 indicators, given 

3 problems about the Pythagorean theorem material in the form of test questions. 

Students must solve 3 problems so that it can be seen that students' written 

mathematical communication skills are in accordance with each indicator 

  

No. Score 
Students' Mathematical Communication Ability 

Criteria 

1 75 <Value ≤ 100 Good 

2 50 <Value ≤ 75 Enough 

3 Value ≤ 50 Less 

No.  Score Frequency Criteria 

1. 75 ≤ Value ≤ 100 2 Good 

2. 50 ≤ Value <75 9 Enough 

3. 0 ≤ Value <50 10 Less 

Total Student Score 1093  

Average  52.07 Enough 

Table 2. Written Mathematical Communication Ability Test Results 



 
 

95 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

 

 

So that the results can be averaged, namely students of SMP Aisyiyah Muhammadiyah 3 

Malang class VIII of students' written mathematical communication skills on the 

Pythagorean theorem material occupy the sufficient category. The following is a table of 

students who meet each indicator of the problems that have been given. 

 

 

 

 

 

The table shows that many of the 21 students have written on each indicator.  

a. Written Mathematical Communication Skills Good 

Students' mathematical communication is considered good if the written 

mathematical communication result scores are from more than 66 to 100.After the 

Pythagorean theorem problem solving analysis is carried out, there are 2 students 

who get good criteria, 1 of them gets the highest score 91.30, MF and RJ get 80 , 

43. MF gets the highest score in written mathematical communication skills, MF is 

able to write down known and asked problems correctly from all questions, RJ does 

not have the same thing. The ability to change mathematical information in the form 

of an image can be solved by RJ, because RJ is able to solve the indicator well even 

though there is an error solving one of the problems. Furthermore, written 

mathematical communication skills with indicators of choosing mathematical 

information to solve problems are owned by both students with good ability criteria, 

but there is one problem that cannot be resolved properly by them. This is similar 

to indicators making conclusions in their own language, because when they are 

wrong in solving problems, the conclusions written are not correct. In written 

mathematical communication problems students with good criteria average 

problems when changing mathematical information in the form of pictures that are 

not understood by students This is similar to the indicators making conclusions in 

their own language, because when they are wrong in solving problems, the 

conclusions written are not correct. In written mathematical communication 

problems students with good criteria average problems when changing 

mathematical information in the form of pictures that are not understood by students 

This is similar to the indicators making conclusions in their own language, because 

when they are wrong in solving problems, the conclusions written are not correct. 

In written mathematical communication problems students with good criteria 

average problems when changing mathematical information in the form of pictures 

that are not understood by students 

Indicator Problem 1 Problem 2 Problem 3 

1 20 Students  19 Students 15 Students 

2 21 Students  15 Students 15 Students 

3 19 Students  20 Students 19 Students 

4 10 Students 10 Students 12 Students 

Table 3. Number of Students Fulfilling Each Indicator 



 
 

96 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

b. Written Mathematical Communication Ability Sufficient 

Students 'written mathematical communication is categorized as sufficient if the 

students' written mathematical communication result score is more than 50 to equal 

to 75. After the Pythagorean theorem problem solving analysis was carried out, 

there were 9 students who occupied sufficient criteria. Of the 9 students with 

sufficient criteria, the highest score was KG with a value of 69.57 and there was the 

lowest score in the sufficient criteria, namely AM with a value of 54.35. Students 

with sufficient criteria in the first indicator state the situation or information in the 

form of symbols or language, there are 7 students who state correctly on problem 

1, 5 students with problem 2, and 6 students on problem 3.In the second indicator, 

which is changing a mathematical information in the form of an image no one has 

been able to pinpoint, there were 9 students who wrote it down but it wasn't quite 

right. In the third indicator, which is using and selecting mathematical information 

or images to solve the problem, there are 2 students who state correctly on problem 

1, and 6 students on problem 3.In the fourth indicator, which is making conclusions 

in their own language that is in accordance with the correct solution, there are 2 

students stated correctly in problem 1, no one stated correctly on problem 2, and 

there were 6 students who stated correctly on problem 3. Students with sufficient 

criteria were unable to write correctly when changing mathematical information in 

the form of pictures. 

c. Poor Written Mathematical Communication Skills 

Students' written mathematical communication is criticized for being deficient if 

the student's written mathematical communication result score is less than 50. After 

the Pythagorean theorem problem-solving analysis was carried out, out of 21 

students there were 10 students who were in poor criteria. The value of 10 students 

has the lowest score of 19.57. Students with insufficient criteria in the indicators 

state the situation or mathematical information in the form of symbols or language, 

1 student wrote correctly, 6 students wrote it incorrectly and 3 students did not write 

it on problem 1.In problem 2 there were 3 students wrote correctly, 5 students wrote 

incorrectly, and 2 students did not write them down. In problem 3 there were 4 

students writing correctly, 4 students writing incorrectly and 2 students writing not. 

On the indicator of changing a mathematical information in the form of an image 

with problems 1, 2 and 3 no one wrote it correctly, on problem 1 all students wrote 

it incorrectly, problems 2 and 3 there were 4 students wrote it incorrectly and 6 

students did not write it on indicators use and select mathematical information or 

pictures to solve problems on problems 1 and 2, no one is able to write correctly, 

problem 3 there are 3 students who write correctly. On the indicators of making 

conclusions in their own language according to the solution, no one was able to 

write correctly, there were 2 students who wrote incorrectly on problems 1,2 and 3. 

Oral Mathematical Communication Skills 

Retrieval of data from oral mathematical communication through interviews 

that were conducted on February 3, 2020 to six students, namely RJ, MF, HD. AM, 

PR, and RB. In oral mathematical communication analysis refers to the answers of 

six students in answering questions when asked and refers to four indicators of oral 



 
 

97 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

mathematical communication. In oral mathematical communication, there is some 

information that is not known when solving problems by writing, namely in 

changing mathematical information in the form of images, there are students who 

are reluctant to use pictures when working on it. In the indicator, looking back at 

the results of the completion that has been made, only a few students are capable 

of this indicator because students are not familiar with the stages of working on 

such questions. 

The following is a table of oral mathematical communication skills when students 

conduct interviews. 

Based on the results of interviews with 6 students with the assessment as 

shown in the table, it shows that students with good writing criteria do not 

necessarily get good oral criteria either. Students with good writing criteria excel at 

indicators stating mathematical situations or information and use and select 

mathematical information or images to solve problems. Likewise for students with 

sufficient writing criteria. While the written criteria are not good in terms of stating 

mathematical situations or information and seeing the results of the solutions that 

have been made. 

Based on the research results, a discussion of the research results from 

descriptive data analysis will be presented. Written mathematical communication 

skills have 4 indicators, as well as oral mathematical communication has 4 

indicators. This indicator fulfills the ability to solve mathematical problems based 

on steps according toG. Polya (1973), which consists of four stages, namely: 1) 

understanding the problem by writing down what information is known and asked, 

2) planning and formulating strategies to be used in this study using pictures, 3) 

completing the mathematical planning stage, 4) checking the results of completion 

. The following is a discussion of the results of tests and interviews about 

mathematical communication skills in problem solving with polya procedures 

based on each criterion. 

1. Students' Mathematical Communication Ability Good Criteria 

Based on the data obtained through the test results, students on good criteria in 

written mathematical communication are able to state mathematical situations or 

information in the form of symbols and language. In the indicator of changing a 

mathematical information in the form of a picture, there is one student with the 

right good criteria in changing the information, while in the picture for students 

other good criteria are less able to fulfill the second indicator. In the third indicator 

No. Write 

Criteria 

Initial 

Name 

Indicator 

1 

Indicator 

2 

Indicator 

3 

Indicator 

4 

Average Oral 

Criteria 

1 Good MF 100.00 33.33 75.00 50.00 64.58 Enough 

2 Good RJ 91.67 58.33 75.00 33.33 64.58 Enough 

3 Enough HD 91.67 33.33 75.00 0.00 50.00 Enough 

4 Enough AM 75.00 50.00 66.67 0.00 47.92 Less 

5 Less  Homework 75.00 25.00 33.33 66.67 50.00 Enough 

6 Kuramg RB 58.33 8.33 8.33 0.00 18.75 Less 

Table 4. Results of Oral Mathematical Communication Ability 



 
 

98 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

using and selecting mathematical information or images to solve problems students 

with high criteria are able to solve correctly. In the fourth indicator, making 

conclusions in their own language, students with good criteria are able to complete 

them correctly. 

At the time of the interview, students with good criteria were able to meet all 

four indicators even though they did not perform them correctly. Good criteria 

students are able to write the three stages in the Polya procedure even though there 

are some inaccuracies in the completion. In the fourth stage, about reviewing the 

results of the completion that can be seen during interviews with students, one 

student has obtained one student who checks again at all stages and checks the 

calculations he has made, while another student only checks the final calculation. 

Polya-based problem solving has been met by students with good criteria with 

correct solutions, although not all problems can be resolved correctly. 

2. Students' Mathematical Communication Ability with Sufficient Criteria 

Based on the data obtained through the test results, students on sufficient 

criteria in written mathematical communication are able to correctly state 

mathematical situations or information in the form of symbols and language, while 

the indicators change mathematical information in the form of pictures, students 

with sufficient criteria are less able to fulfill because in the solution is not quite 

right. In the third indicator, using and selecting mathematical information or 

images to solve student problems with sufficient criteria, there are 6 students out 

of 9 students who are able to solve it correctly while the rest finish incorrectly. In 

the fourth indicator, the criteria for making conclusions in their own language are 

sufficient that students are not able to complete them correctly. 

At the time of the interview, students with sufficient criteria were able to 

convey the first indicator but not fluently. On the second indicator, students with 

sufficient criteria assume that changing mathematical information in the form of 

images does not need to be done. When choosing mathematical information when 

solving problems, students with the criteria are sufficient to do it directly without 

drawing. At the stage of checking again the students are unable to do it. Criteria 

students are quite capable of writing both stages in the Polya procedure even 

though there are some inaccuracies in the completion. In the second stage 

aboutdevelop a strategy that will be used by using a picture of students with criteria 

that are quite less capable of fulfilling these indicators even though all students 

have written them but are not right. Whilein the fourth stage, it is about looking 

back at the results of the completion which can be seen during the interview that 

no one has carried out this stage in the Polya procedure. The problem solving based 

on Polya's procedure with the criteria of mathematical communication ability is 

not sufficient to fulfill the stages in Polya. 

3. Students' Mathematical Communication Ability Criteria Lack 

Based on the data obtained through the test results, students on the criteria 

lacking in written mathematical communication are less able to state mathematical 

situations or information in the form of symbols and language, while the indicators 



 
 

99 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

change mathematical information in the form of pictures of students with 

inadequate criteria. In the third indicator, using and selecting mathematical 

information or images to solve problems, students with poor criteria are unable to 

solve them correctly. In the fourth indicator, the criteria for making conclusions in 

their own language are that students are less able to complete them properly. 

Students with inadequate criteria have not been able to change mathematical 

information in the form of pictures appropriately and on other indicators cannot be 

met by students with lack of criteria. 

At the time of the interview, students with poor criteria in conveying the first 

indicator of students were not fluent. In the second indicator, students with less 

criteria think that changing mathematical information in the form of images is not 

necessary because they do not understand the problems given. When choosing 

mathematical information in solving problems, students with the criteria of less 

work without drawing. At the stage of checking again the students are unable to do 

it. Students with less criteria, oral mathematical communication skills are better 

than written mathematical communication skills. The criterion student is not able 

to write down the stages in the Polya procedure. The four stages in problem solving 

of the pattern are an important unit to implement(Netriwati, 2016).  

The criteria for students are good, sufficient, not all students have met the polya 

stage, but many cannot complete it correctly, while in this study those who are 

considered fulfilling are students who are able to correctly write the completion 

with the Polya stage because they see the quality of mathematical communication 

skills. students too. 

In this study, the students' mathematical communication skills in solving problems 

based on Polya's procedure resulted in 1) at the understanding stage of the problem, 

many students had understood the situation or mathematical information in the form 

of symbols or language, but some did not write down 2) at the planning stage, by 

changing a mathematical information in the form of pictures to strategize many 

students who do not do it, 3) planning, using and selecting mathematical 

information or images to solve problems, there are students who work without 

changing mathematical information into pictures, 4) re-checking stage , by looking 

back at the results of the completion that have been made by many students who 

did not do so, there are students with high criteria who meet this stage. 

CONCLUSION 

There are three criteria for mathematical communication skills in SMP Aisyiyah 

Muhammadiyah 3 Malang. Students' mathematical communication skills on good 

criteria are able to solve problems based on Polya's procedures in the Pythagorean 

theorem material. For students with sufficient criteria students are not able to solve 

problems based on Polya's procedures in the Pythagorean theorem material, 

students cannot fulfill them properly at the planning stage by changing 

mathematical information in the form of images and reviewing the results of the 

solutions that have been made. In students' mathematical communication skills with 

inadequate criteria, students are unable to solve problems in the Pythagorean 



 
 

100 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

theorem material with Polya's procedures, students are not able to fulfill correctly 

at the stage of making plans by changing mathematical information in the form of 

images. 

  

REFERENCES  

 Aminah, S., Wijaya, T. T., & Yuspriyati, D. (2018). Analisis Kemampuan 

Komunikasi Matematis Siswa Kelas VIII Pada Materi Himpunan. Jurnal 

Cendekia : Jurnal Pendidikan Matematika, 1(1), 15–22.  

Artana, I. K. B. dkk. (2014). Pengaruh Strategi Pembelajaran REACT Terhadap 

Kemampuan Pemecahan Masalah Matematika Siswa Kelas IV SD 2 Paket 

Agung. E-Jurnal MIMBAR PGSD Universitas Pendidikan Ganesha, 2(1). 

Asnawati, S. (2017). Peningkatan Kemampuan Komunikasi Matematis Siswa Smp 

Dengan Pembelajaran Kooperatif Tipe Teams-Gamestournaments. Euclid, 

3(2), 561–567.  

G.Polya. (1973). How To Solve It: A New Aspect of Mathematical Method. 

Princeton University Press. 

Hasan, N. (2019). Analisis Kesalahan Siswa Kelas VIII dalam Menyelesaikan Soal 

Cerita Terkait Teorema Pythagoras. Jurnal Pendidikan, 4(4), 468–477. 

Hodiyanto, H. (2017). Kemampuan Komunikasi Matematis Dalam Pembelajaran 

Matematika. AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu 

Matematika Dan Matematika Terapan, 7(1), 9.  

Karman, L. (2013). Belajar Berkomunikasi dan Komunikasi Untuk Belajar Dalam 

Pembelajaran Matematika. Infinity:Jurnal Ilmiah Program Studi Matematika 

STKIP Siliwangi Bandung, 2(1), 13–25. 

Khomsiatun, S., & Retnawati, H. (2015). Pengembangan Perangkat Pembelajaran 

Dengan Penemuan Terbimbing Untuk Meningkatkan Kemampuan Pemecahan 

Masalah. Jurnal Riset Pendidikan Matematika, 2(1), 92.  

Laksananti, Putri, M., Setiawan, Toto, B., & Setiawani, S. (2017). Analisis 

Kemampuan Komunikasi Matematis Dalam Menyelesaikan Masalah Pokok 

Bahasan Bangun Datar Segi Empat Ditinjau dari Kecerdasan Emosional Siswa 

Kelas VIII-D SMP Negeri 1 Sumber Malang. Kadikma, 8(1), 88–96. 

Lutfianannisak, & Sholihah, U. (2018). Kemampuan Komunikasi Matematis Siswa 

dalam Menyelesaikan Soal Materi Komposisi Fungsi Ditinjau dari 

Kemampuan Matematika. Jurnal Tadris Matematika, 1(1).  

Mariam, S., Rohaeti, E. E., & Sariningsih, R. (2018). Analisis Kemampuan 

Pemecahan Masalah Matematis Siswa Madrasah Aliyah Pada Materi Pola 

Bilangan. Journal On Education, 01(02), 156–162. 

Netriwati. (2016). Analisis Kemampuan Pemecahan Masalah Matematis 

Berdasarkan Teori Polya Ditinjau dari Pengetahuan Awal Mahasiswa IAIN 

Raden Intan Lampung. 7(2), 181–190. 

Pritananda, R., & Yusmin, E. (2016). Kemampuan Berpikir Kritis Siswa Pada 

Aspek Inference Dalam Menyelesaikan Soal Cerita Teorema Pythagoras. 1–

8. 

Putri, W., Mujib, & Ganda, P. F. (2016). Pengaruh Model Pembelajaran Investigasi 

Kelompok berbantuan Perangkat Lunak Maple terhadap Kemampuan 

Pemecahan Masalah Matematis. Al-Jabar:Jurnal Pendidikan Matematika, 



 
 

101 

 

Mathematics Education Journals 

Vol. 5 No. 1 February 2021 

 

ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

7(1), 101–107. 

Raehang. (2014). Pembelajaran Aktif Sebagai Induk Pembelajaran Koomperatif. 

Jurnal Al-Ta’dib, 7(1), 149–167. 

Rimilda. (2015). Analisis Kemampuan Komunikasi Matematika Siswa Dalam 

Menyelesaikan Soal Melalui Pendekatan Problem Solving Pada Materi Limas 

Kelas VIII MTSN Model Banda Aceh. STKIP Bina Bangsa Getsempena, II(2), 

123–131. 

Sudrajat, A. (2011). Mengapa Pendidikan Karakter. Jurnal Pendidikan Karakter, 

1(1), 47–58. 

Yuwono, T., Supanggih, M., & Ferdiani, R. D. (2018). Analisis Kemampuan 

Pemecahan Masalah Matematika dalam Menyelesaikan Soal Cerita 

Berdasarkan Prosedur Polya. Jurnal Tadris Matematika, 1(2), 137–144.