Abstract
One factor in learning mathematics is the need for communication skills. Carpenter & Gorg (2000: 60) states "Communication is an essential part of mathematics and mathematics education", which means that communication is an important part of mathematics and mathematics education. Mathematical communication is related to problem solving, because with the existence of mathematical communication students will understand better in solving mathematical problems. This qualitative descriptive study aims to describe the written mathematics communication of junior high school students in solving mathematical problems in terms of students' mathematical abilities. The data obtained came from three subjects, namely VIII grade junior high school students who had received the material system of two-variable linear equations (SPLDV). The three subjects consisted of students with high mathematical abilities, students with moderate mathematical abilities, and students with low mathematical abilities. The results of this study are the accuracy of writing mathematics for high ability and medium ability students is declared accurate, but low abilities is not declared accurate. In the completeness aspect, high ability and medium ability students written mathematics communication is complete for any information that has been submitted. But, student with low abilities is not complete. In the aspect of fluency, students with high abilities are able to communicate fluently in mathematics, but students with moderate and low abilities cannot fluently.
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 Keywords: Mathematical Communication, Problem Solving, Mathematical Ability.
Highlights
PENDAHULUAN Matematika ialah ilmu terstruktur yang terorganisasi
Carpenter & Gorg (2000:60) menyatakan “Communication is an essential part of mathematics and mathematics education” yang jika diterjemahkan berarti bahwasannya komunikasi merupakan bagian penting dari matematika dan pendidikan matematika, oleh karenanya pada pembelajaran matematika peserta didik perlu mengembangkan kemampuan komunikasi, contoh saja jika proses komunikasi dalam pembelajaran tidak disampaikan dengan baik, maka penerimaan materi oleh murid pun tidak bisa berjalan baik
PENUTUP Simpulan Berdasarkan hasil analisis data dan pembahasan dapat disimpulkan profil komunikasi matematika tertulis tentang keakuratan, kelengkapan, dan kelancaran komunikasi matematika tertulis dengan informasi yang disampaikan, yaitu menuliskan hal-hal yang diketahui dan ditanya, membuatkan gambar/sketsa, menggunakan aturan, melakukan perhitungan, dan membuatkan kesimpulan pada kelas VII SMP dengan materi sistem persamaan linier dua variabel (SPLDV) menunjukkan hasil bahwasannya Keakuratan menulis matematika untuk siswa berkemampuan tinggi dan sedang dinyatakan akurat, untuk yang berkemampuan rendah tidak hakurat
Summary
PENDAHULUAN Matematika ialah ilmu terstruktur yang terorganisasi. Matematika masih dianggap sesuatu yang menakutkan dan banyak dihindari oleh siswa saat ini.
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