Abstract:
Written mathematical communication refers to expressing mathematical ideas through
writing. This study aimed to analyze the written mathematical communication in solving
mathematics problems and understand the characteristics of students’ error in answering
each question performed by fifth grade students of SD N 05 Puspanegara. This research
used a qualitative approach with a descriptive qualitative method. This research used the
purposive sampling technique, which involved 23 students. The data were collected
through a test that contained three questions representing the third indicator of written
mathematical communication. The data were analyzed through Miles and Hubermann
theory (data condensation, data display, and drawing and verifying conclusion). The
findings of the data pointed out that the students’ written mathematical communication
ability on cubes and cuboids in this study was not fulfilled to the fullest. The students’
written mathematical communication ability in solving problems in cubes and cuboids was
categorized into three categories: 81% for the first indicator (low), 33% for the second
indicator (low), and 64% for the third indicator (medium). There were two areas that stood
out as errors that students made in each question. In the first and second questions, there
was an error in calculating the answer and providing the formula. In the third question, a
lack of understanding of the concept instructed in the question was cited as an error.
Therefore, it is important for teachers to improve the written mathematical ability with the
appropriate teaching methods and identify the characteristics of the students’ errors in
answering questions so these terms can be used as evaluation for the next material.
