<![CDATA[Keterampilan komunikasi matematis merupakan salah satu tujuan pembelajaran matematika. Tujuan penelitian ini adalah mendeskripsikan kemampuan komunikasi matematis siswa Samin dalam menyelesaikan masalah geometri. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian adalah anggota masyarakat adat Samin yang duduk di kelas VII SMPN 1 Margomulyo. Tahapan penelitian meliputi persiapan, pengumpulan data, analisis data, dan pembuatan laporan. Instrumen penelitian yang digunakan adalah Tes Kemampuan Matematika (TKM), Tes Kemampuan Komunikasi Matematika (TKKM), dan Pedoman Wawancara. Hasil penelitian menunjukkan bahwa keterampilan komunikasi matematika tertulis siswa dalam menulis ide matematika (penggunaan model matematika, rumus atau simbol) dengan jelas dan tepat untuk menyelesaikan suatu masalah tergolong rendah, Keterampilan komunikasi matematis tertulis siswa dalam menulis alasan jawaban yang diberikan adalah relatif rendah, keterampilan komunikasi matematika tertulis siswa dalam menulis ulang gagasan orang lain dengan menggunakan bahasanya sendiri tergolong sedang, dan keterampilan komunikasi matematika tertulis siswa dalam mengungkapkan kembali ide orang lain diklasifikasikan rendah.Written mathematical communication skills of Samin students in solving geometric problemsAbstractMathematical communication skills are one of the goals of mathematics learning. The purpose of this study is to describe the mathematical communication ability of Samin students in solving geometric problems. The type of this research was a descriptive study with a qualitative approach. The research subjects were members of the Samin indigenous people who were in Class VII at SMPN 1 Margomulyo. The stages of the research included preparation, data collection, data analysis, and report making. The research instruments used were the Mathematics Ability Test (TKM), the Mathematical Communication Ability Test (TKKM), and Interview Guidelines. The results show that the students 'written mathematical communication skills in writing mathematical ideas (the use of mathematical models, formulas, or symbols) clearly and precisely to solve a problem were classified as low. The students' written mathematical communication skills in writing the reasons for the answers given were relatively low, students' written mathematical communication skills in re-writing others' ideas using their own language were moderate, and students' written mathematical communication skills in re-expressing other people's ideas were classified as low.]]>
