Ita Amalia Nurhalisah, Hamidah Suryani Lukman, Yanti Mulyanti

Kemampuan Literasi Matematika Siswa SMP Dalam Menyelesaikan Soal Matematika Realistik

Introduction

Kemampuan literasi matematika siswa smp dalam menyelesaikan soal matematika realistik. Penelitian ini mengukur literasi matematika siswa SMP dalam menyelesaikan soal realistik. Hasil menunjukkan kemampuan rendah, terutama interpretasi dan perhitungan SPLDV, membutuhkan peningkatan.

Abstract

Questions that can be used to measure mathematical literacy skills are realistic mathematics questions. Thus, research was conducted to identify students' mathematical literacy abilities in solving realistic mathematics problems. The research method used is a quantitative descriptive method by providing 6 questions describing material on a two-variable linear equation system that can measure mathematical literacy abilities. The results showed that 51.9% were in the low category, 18.5% were in the medium category and 29.6% were in the high category. Based on the results of students' answers, students are still less capable in interpretation and calculations using existing methods in a two-variable linear equation system, students tend to use calculations outside of these methods so that students cannot write down how the calculation process works. Based on the results of research that has been carried out, it show that the mathematical literacy abilities of junior high school students are in the low category.

Review

The study "Kemampuan Literasi Matematika Siswa SMP Dalam Menyelesaikan Soal Matematika Realistik" addresses a highly relevant and critical area in mathematics education: the mathematical literacy of junior high school students, particularly in the context of realistic problems. The abstract clearly states the research objective, which is to identify students' mathematical literacy abilities in solving such problems. The chosen quantitative descriptive method, employing 6 questions specifically designed to measure mathematical literacy within the domain of two-variable linear equation systems, seems well-suited for this type of initial assessment. The findings presented are quite stark, revealing that a significant majority of students (51.9%) fall into the low mathematical literacy category, with only a small proportion (29.6%) demonstrating high ability. This quantitative result is further illuminated by the analysis of student responses, which points to specific difficulties in interpretation and applying standard computational methods for two-variable linear equation systems. The abstract highlights that students tend to employ alternative calculation methods, often failing to articulate their process, underscoring a deeper conceptual or procedural gap. These combined results strongly support the overall conclusion that the mathematical literacy abilities of junior high school students in this context are indeed low. While the abstract provides a concise overview, a full paper would benefit from further elaboration on several points. Specifically, details on the sample size and selection criteria would strengthen the generalizability of the findings. Clarification on how the 'realistic mathematics questions' were designed and validated to specifically measure mathematical literacy, and the criteria used to categorize students into low, medium, and high abilities, would enhance the methodological rigor. Future research could explore the underlying reasons for students' reliance on non-standard calculation methods and lack of process articulation, perhaps through qualitative methods like interviews. Pedagogically, these findings suggest a critical need for instructional strategies that explicitly foster interpretation skills and the application of formal mathematical methods in context.

Full Text

Comments

You need to be logged in to post a comment.