Siti Fatimatus Zahro Mustakim

KESULITAN SISWA DALAM MENYELESAIKAN SOAL CERITA POLA BILANGAN KELAS VIII MTs

Introduction

Kesulitan siswa dalam menyelesaikan soal cerita pola bilangan kelas viii mts. Deskripsi kesulitan siswa kelas VIII MTs Pasuruan dalam soal cerita pola bilangan, meliputi kelemahan berhitung, pemahaman matematis, dan persepsi visual.

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kesulitan yang dialami siswa dalam menyelesaikan soal cerita pola bilangan pada siswa kelas VIII MTs di Pasuruan. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data menggunakan tes soal cerita pola bilangan dan wawancara. Teknik analisis data yang digunakan dalam penelitian ini yaitu analisis data kualitatif dengan langkah-langkah reduksi data, penyajian data dan penarikan kesimpulan. Subjek penelitian ini adalah 16 siswa kelas VIII B dan ambil 6 orang siswa untuk diwawancarai. Berdasarkan hasil penelitian diperoleh Subjek yang memiliki pamahaman matematis yang tinggi masih mengalami 2 kesulitan yaitu 1) kesulitan dalam kelemahan berhitung, 2) kesulitan dalam persepsi visual. Subjek yang memiliki pemahaman matematis yang sedang mengalami 3 kesulitan yaitu 1) kelemahan berhitung, 2) pemahaman matematika yang kurang, 3) kesulitan dalam persepsi visual. Subjek yang memiliki pemahaman matematis yang rendah mengalami 4 kesulitan yaitu 1). Kulitan dalam kelemahan berhitung, 2) kelemahan dalam mentransfer pengetahuan, 3) pemahaman matematiak yang kurang, , 4) kesulitan dalam persepsi visual. Kata kunci : kesulitan siswa, soal cerita dan pola bilangan.

Review

The study "KESULITAN SISWA DALAM MENYELESAIKAN SOAL CERITA POLA BILANGAN KELAS VIII MTs" addresses a pertinent issue in mathematics education by aiming to describe the difficulties encountered by Grade VIII MTs students in Pasuruan when solving word problems related to number patterns. Employing a descriptive qualitative approach, the research utilized tests on number pattern word problems and interviews for data collection. The methodology, involving data reduction, presentation, and conclusion drawing, is appropriate for exploring the nuances of student difficulties. The study focused on 16 students from Grade VIII B, with a subset of 6 students selected for in-depth interviews, providing a focused examination of the research question. The findings of this research offer valuable insights into the specific challenges students face, categorized by their level of mathematical understanding. Students with high mathematical understanding still encountered two difficulties: computational weakness and visual perception issues. Those with medium understanding experienced three types of difficulties, adding a lack of mathematical understanding to the aforementioned two. Most critically, students with low mathematical understanding faced four challenges, including computational weakness, difficulty in transferring knowledge, insufficient mathematical understanding, and visual perception issues. This tiered identification of difficulties clearly illustrates that certain problems, such as computational weakness and visual perception, are pervasive across all understanding levels, while others, like knowledge transfer and general mathematical understanding, become more pronounced with lower proficiency. This study makes a commendable contribution by meticulously categorizing student difficulties, which can serve as a crucial diagnostic tool for educators. The qualitative approach allows for a deeper understanding of the 'why' behind these difficulties, beyond mere identification. However, while the insights are rich, the relatively small sample size (16 students, 6 interviewed) and its specific geographical focus (Pasuruan) might limit the generalizability of the findings to a broader population of MTs students. Future research could expand on these findings by investigating the effectiveness of targeted interventions addressing these identified difficulties, or by replicating the study with a larger and more diverse sample to validate the observed patterns across different regions. Nonetheless, the research provides a solid foundation for developing more effective teaching strategies for number pattern word problems.

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