KESULITAN SISWA DALAM MENYELESAIKAN SOAL CERITA ALJABAR

Marfi Ario(1), Suhendra Suhendra(2*),

(1) Universitas Pendidikan Indonesia
(2) Universitas Pendidikan Indonesia
(*) Corresponding Author


Abstract


Aljabar merupakan bagian penting dalam pembelajaran matematika yang mendukung pemahaman konsep matematika tingkat lanjut dan memiliki penerapan luas di berbagai disiplin ilmu. Salah satu tantangan terbesar yang dialami siswa dalam pembelajaran aljabar adalah menyelesaikan soal cerita. Oleh karena itu, penelitian ini dilakukan dengan tujuan untuk mengidentifikasi kesulitan dan menganalisis hambatan belajar siswa dalam menyelesaikan soal cerita aljabar. Pendekatan kualitatif dengan desain fenomenologi hermeneutik digunakan untuk mencapai tujuan tersebut. Pengumpulan data dilakukan melalui tes tertulis, wawancara, dan studi dokumen. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan: (1) memahami maksud soal dan gagal menangkap informasi penting pada soal, (2) menentukan operasi matematika yang relevan dengan informasi pada soal, (3) memahami bahwa seluruh kalimat pada soal sebagai satu kesatuan utuh, (4) mentransformasi kalimat verbal menjadi model matematika, dan (5) menyelesaikan model matematika yang telah dibuat. Berdasarkan faktor penyebabnya, kesulitan-kesulitan tersebut dikategorikan kedalam beberapa hambatan belajar (learning obstacle), yaitu ontogenic obstacle (instrumental and conceptual), didactical obstacle, dan epistemological obstacle. Temuan ini sangat berarti untuk memahami secara komprehensif hambatan belajar yang menyebabkan kesulitan siswa dalam menyelesaikan soal cerita aljabar dan dapat dijadikan landasan dalam mengembangkan desain pembelajaran terkait soal cerita aljabar.

 

Algebra is an essential component of mathematics education, supporting a deeper understanding of advanced mathematical concepts and having broad applications across various disciplines. One of the most significant challenges students encounter in algebra learning is solving word problems. Therefore, this study was conducted with the aim of identifying students’ difficulties and analyzing the learning obstacles they encounter in solving algebraic word problems. A qualitative approach with a hermeneutic phenomenological design was employed to achieve this objective. Data collection methods included written tests, interviews, and document analysis. The findings revealed that students faced difficulties in: (1) comprehending key information and the intent of the problem, (2) determining mathematical operations relevant to the given information, (3) understanding the entire problem statement as an integrated whole, (4) transforming verbal sentences into mathematical models, and (5) solving the developed mathematical models. Based on the underlying causes, these difficulties are categorized as ontogenic obstacles (instrumental and conceptual), didactical obstacles, and epistemological obstacles. These findings are significant for providing a comprehensive understanding of the learning obstacles that contribute to students' difficulties in solving algebraic word problems. Furthermore, they serve as a foundation for developing instructional designs that specifically address algebraic word problem-solving.


Keywords


algebra learning; algebraic word problem; learning obstacle; students’ difficulties

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DOI: http://dx.doi.org/10.24127/ajpm.v14i2.12440

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