Analisis Kemampuan Komunikasi Matematis Siswa ditinjau dari Self-Concept

Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa ditinjau dari self-concept . Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kuantitatif. Subjek pada penelitian ini berjumlah 9 peserta didik kelas VIII MTs Al Ulya Al Mubarok. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan komunikasi matemtis dan angket self-concept  serta wawancara. Hasill penelitian diperoleh siswa yang memimiliki self-concept tinggi mendapatkan hasil tes kemampuan komunikasi matematisnya kategori  baik dengan persentase  nilai 75% sebanyak 3 orang.  Siswa yang memiliki self-concept sedang yaitu  mendapatkan hasil tes kemampuan komunikasi matematis yang cukup  yaitu dengan rentang persentase nilai 41%-60% sebanyak 4 orang, dan siswa  yang memimiliki self-concept rendah  hasil tes kemampuan komunikasi matematisnya kurang yaitu persentase nilainya 40% sebanyak 2 orang. Kemampuan komunikasi matematis siswa sejalan dengan self-concept nya. Semakin tinggi self-concept siswa semakin baik pula  kemampuan komunikasi matematisnya. This study was designed to describe students' mathematical communication skills in terms of self-concept. This research is a type of descriptive quantitative research. The subjects in this study tested 9 students of class VIII MTs Al Ulya Al Mubarok. The instruments used in this study were tests of mathematical communication skills and self-concept questionnaires and interviews. The results of the study obtained that students who have high self-concept get mathematical communication skills test results in both categories with a percentage of 75% as many as 3 peoples. Students who have self-concept are getting sufficient mathematical communication test results with a range of 41% -60% assessment value as many as 3 peoples, and students who have low self-concept of mathematical communication skills test results are less that is beneficial value of 40% by 3 peoples. Students' mathematical communication skills are in line with their self-concept. The higher the student's self-concept the better his mathematical communication skills.