Student’s mathematical communication ability based on Kolb’s learning styles of assimilator and accommodator type

Abstract

Mathematical communication has an important role in the problem solving process. One factor that can support mathematical communication skills is learning style. It is important for teachers to analyze their students learning styles, so that the information obtained can help to be more sensitive in understanding differences in class and can make learning more meaningful. This research aims to describe a mathematical communication of students based on Kolb’s learning styles of assimilator and accommodator type. This research used a qualitative descriptive method. The subjects of this research consisted of two Junior High School students who were selected using purposive sampling. The instruments used in this research were tests and questionnaires, while the data validity used the triangulation method. The data analysis was performed through data collection, data reduction, data presentation, and conclusion. The research result shows that the assimilator type students were able to describing the problem situation in the form of geometry and using mathematical solutions related to the analysis of other forms. While the student with accommodator type can investigate about what is known and describes the problem situation in the form of geometry.