KEMAMPUAN PENALARAN MATEMATIS SISWA DALAM MENYELESAIKAN SOAL LITERASI MATEMATIKA KONTEKSTUAL
Rajab Vebrian(1),
Yudi Yunika Putra(2*),
Sari Saraswati(3),
Tommy Tanu Wijaya(4),
(1) Pendidikan Matematika, Universitas Muhammadiyah Bangka Belitung
(2) Pendidikan Matematika, Universitas Muhammadiyah Bangka Belitung
(3) Pendidikan Matematika, Universitas Hasyim Asy'ari Tebuireng Jombang
(4) Department Mathematics and Statistics, Guangxi Normal University, China
(*) Corresponding Author
Abstract
Mathematical literacy is essential because it can reason mathematically and formulate, apply, and interpret problem-solving in various everyday contexts. Following the PISA study, which assessed students aged 15 years with the age of high school students, this study aims to determine the reasoning ability of high school students in solving mathematical literacy problems. The method used in this research was descriptive qualitative. The research subjects were 22 students of class X, one of the private high schools in Pangkalpinang. Data collection techniques were written tests and interviews. The test instrument consisted of 10 items of developed mathematical literacy questions that meet the criteria of being valid, practical, and potentially affecting students' reasoning abilities. The questions were developed using the Bangka Belitung context. The students' answers were assessed based on a scoring rubric through primary mathematical skills of reasoning and argument indicators. Meanwhile, interviews were conducted with six students using the purposive sampling technique with high, medium, and low reasoning abilities. Interview data were used to dig deeper into students' reasoning abilities when solving the problem. Data were analyzed based on the percentage of students' mathematical reasoning abilities indicators, including data reduction, data presentation, and concluding/verification. The analysis results found that students' reasoning abilities mastery was very low on all indicators. At the indicator proposing allegations, mathematical manipulation, compiling evidence and reasons, it reaches a level of 42.88%, while at the level of mastery, the indicator concluded statements of 41.36%. The causes of students' difficulties in bringing up reasoning abilities included students who were not accustomed to solving questions that required high reasoning abilities. For example, mathematical literacy questions that were done and lack of mastery of mathematical concepts that had been studied made it challenging to bring up reasoning abilities.
Literasi matematika penting dimiliki seseorang karena merupakan kemampuan untu bernalar secara matematis dan untuk merumuskan, menerapkan, serta menafsirkan pemecahan masalah dalam berbagai konteks sehari-hari. Sesuai dengan studi PISA yang menilai siswa berumur 15 tahun dengan usia siswa SMA maka penelitian ini bertujuan untuk mengetahui kemampuan penalaran siswa SMA dalam menyelesaikan soal literasi matematika. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Subjek penelitian sebanyak 22 siswa kelas X salah satu SMA Swasta di Pangkalpinang. Teknik pengumpulan data adalah tes tertulis dan wawancara. Instrumen tes berupa 10 butir soal literasi matematis hasil pengembangan yang memenuhi kriteria valid, praktis, dan efek potensial terhadap kemampuan penalaran siswa. Soal yang dikembangkan menggunakan konteks Bangka Belitung. Hasil jawaban siswa dinilai berdasarkan rubrik penskoran melalui indikator kemampuan dasar matematika penalaran dan argument. Sedangkan wawancara dilakukan kepada 6 siswa yang diambil dengan teknik purposive sampling yang memiliki kemampuan penalaran tinggi, sedang, dan rendah. Data wawancara digunakan untuk menggali lebih dalam mengenai kemampuan penalaran siswa saat menyelesaikan soal tersebut. Data dianalisis berdasarkan pada persentase indikator kemampuan penalaran matematis siswa yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Dari hasil analisis diperoleh bahwa taraf penguasaan kemampuan penalaran siswa sangat rendah pada semua indikator. Pada indikator mengajukan dugaan, manipulasi matematika, menyusun bukti dan alasan mencapai taraf sebesar 42,88% sedangkan pada taraf penguasaan indikator menarik kesimpulan dari pernyataan sebesar 41,36%. Penyebab dari kesulitan siswa memunculkan kemampuan penalaran diantaranya siswa belum terbiasa menyelesaikan soal-soal yang menuntut kemampuan penalaran yang tinggi seperti pada soal-soal literasi matematika yang dikerjakan dan kurangnya penguasaan konsep matematika yang telah dipelajari sehingga sulit memunculkan kemampuan penalaran.
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