Written mathematical communication ability of slow learners in solving story problems

Mathematical communication ability is important for students to coordinate their mathematical thinking. This research focused on written mathematical communication ability in the form of students’ ability to express mathematical ideas in writing through mathematical symbols such as pictures, diagrams, graphs, and so on. This research aims to describe the written mathematical communication ability of junior high school slow learner students in solving story problems related to Pythagorean Theorem. This study is expected to complement previous studies that have not discussed the mathematical communication skills of slow learner students in more detail. This research uses qualitative study with a case study method. Subject research are 2 slow learners 8th grade of SMP Laboratorium UM Malang. The instruments used are a written test instrument and interview text instrument. The data obtained then identified based on indicators of written mathematical communication ability, are: 1) students are able to identify information in the form of what is known and asked in problems, 2) students are able to express problems in the form of images or other visuals such as tables, graphs, diagrams, etc. others in presenting mathematical ideas in writing, 3) students are able to write down the steps of solving problems in a systematic and precise manner, as well as giving reasons for the problem solving process using the information found, and 4) students are able to write conclusions correctly on problems according to statements. Based on research results, slow learner students only fulfilled indicator 2 and indicators of the indicators of written mathematical communication ability.