Ai Sumarni, Novi Andri Nurcahyono, Ana Setiani

Kemampuan Pemecahan Masalah Matematika Siswa SMP dalam Menyelesaikan Soal Sistem Persamaan Dua Variabel (SPLDV)

Introduction

Kemampuan pemecahan masalah matematika siswa smp dalam menyelesaikan soal sistem persamaan dua variabel (spldv). Identifikasi kemampuan pemecahan masalah matematika siswa SMP dalam menyelesaikan soal SPLDV. Mayoritas siswa menunjukkan kemampuan rendah, perlu perbaikan.

Abstract

Mathematical problem-solving abilities are important to support the development of 4C skills (Communication, Collaboration, Critical Thinking, Problem-Solving, Creativity, and Innovation) in the 21st century. However, in reality, students' ability to solve problems is still relatively low and does not meet expectations. This research aims to identify students' mathematical problem-solving abilities in solving System of Equations in Two Variables (SPLDV) problems. The research method used is descriptive quantitative, with data collection through tests in the form of descriptions. The population of this study was all students in class VIII in one of the junior high schools in Sukabumi Regency, with a sample taken of 24 students from class VIII. The research results showed that the average student score was 34.5, with the majority of students being in the low category at 87.5%, and only a few students were able to reach the medium category with a percentage of 4.17% and high with a percentage of 8.33%. Analysis of the problem-solving stages shows that although 70.83% of students were able to understand the problem, 41.67% could plan the problem, only 12.5% succeeded in solving the problem, and 8.34% could check the solution. These results also show that the students' mathematical problem-solving abilities in solving System of Equations in Two Variables (SPLDV) problems at this school are mostly in the low category and still need a lot of improvement.

Review

This study addresses a critically important area in mathematics education: students' mathematical problem-solving abilities, particularly in the context of System of Equations in Two Variables (SPLDV). The abstract effectively highlights the contemporary relevance of these skills, linking them to the development of 21st-century 4C competencies. The stated problem of consistently low student problem-solving proficiency, falling short of expectations, provides a clear rationale for the research. The primary objective, to identify these abilities among junior high school students, is well-articulated and directly tackles this identified gap. Employing a descriptive quantitative research design, the study utilized a test in the form of descriptions to gather data from a sample of 24 eighth-grade students in Sukabumi Regency. The findings reveal a concerning picture: the average student score was markedly low at 34.5, with an overwhelming majority (87.5%) falling into the "low" category. Further, a detailed analysis of the problem-solving stages illuminates specific areas of weakness. While a significant proportion (70.83%) could understand the problem, the ability to plan solutions dropped to 41.67%, with only a small fraction successfully solving (12.5%) and even fewer checking their solutions (8.34%). These granular data points underscore a severe disconnect between understanding a problem and being able to effectively strategize and execute a solution. The research unequivocally concludes that students' mathematical problem-solving abilities in SPLDV are predominantly low and necessitate substantial improvement. The stark drop-off in performance from understanding to planning and execution is particularly insightful, suggesting that students struggle with translating conceptual understanding into actionable strategies and accurate calculations. This finding holds significant implications for mathematics educators, emphasizing the urgent need for pedagogical interventions that specifically target the development of planning, execution, and verification skills, rather than solely focusing on problem comprehension. Future research could build upon these descriptive findings by exploring the underlying causes of these difficulties or by evaluating the effectiveness of specific teaching methodologies designed to foster robust problem-solving processes.

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