ANALYZING ELEMENTARY STUDENTS’ WRITTEN MATHEMATICAL COMMUNICATION IN SOLVING MATHEMATICS PROBLEMS IN CUBES AND CUBOIDS

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.