Sugiman, Siti Nurhidayati, Natalia Chyntia Devi, Puji Nugraheni

Profil Kemampuan Pemecahan Masalah Matematis Siswa Madrasah Aliyah Berdasarkan Level Hafalan Al-Qur'an

Introduction

Profil kemampuan pemecahan masalah matematis siswa madrasah aliyah berdasarkan level hafalan al-qur'an. Temukan profil kemampuan pemecahan masalah matematis siswa Madrasah Aliyah, dianalisis berdasarkan level hafalan Al-Qur'an. Mayoritas siswa berkinerja sedang, dengan siswa hafalan tinggi menunjukkan kemampuan relasional.

Abstract

Kemampuan pemecahan masalah matematika sangat penting bagi siswa dalam menghadapi tantangan pembelajaran dan kehidupan sehari-hari. Penelitian ini bertujuan mendeskripsikan kemampuan pemecahan masalah matematika di kalangan siswa Madrasah Aliyah. Penelitian dilakukan dengan pendekatan deskriptif kualitatif, melibatkan 6 siswa kelas XI dengan kategori kemampuan hafalan Alquran tinggi, sedang, dan rendah. Instrumen yang digunakan adalah  tes masalah matematika dan pedoman wawancara. Tes masalah matematika mencakup empat tahap utama yaitu memahami masalah, merancang solusi, melaksanakan rencana, dan memeriksa hasil. Temuan menunjukkan bahwa mayoritas siswa memiliki kemampuan pemecahan masalah sedang, dengan kelemahan utama pada tahap memeriksa hasil. Faktor yang mempengaruhi kemampuan ini meliputi pemahaman konsep matematika, keterampilan berpikir logis, dan daya ingat siswa. Triangulasi dilakukan dengan membandingkan hasil wawancara dan tes tertulis. Siswa dengan kemampuan hafalan rendah berada pada level unistruktural, hanya memahami masalah secara terbatas dan menyelesaikannya berdasarkan informasi yang sedikit, sehingga kesimpulan yang diambil kurang akurat. Siswa dengan kemampuan hafalan sedang berada pada level multistruktural, memahami masalah dengan baik, merencanakan penyelesaian menggunakan rumus trigonometri, namun kesulitan menghubungkan konsep-konsep matematika dengan informasi yang ada, sehingga kesimpulannya kurang tepat. Siswa dengan kemampuan hafalan tinggi mencapai level relasional. Siswa mampu menghubungkan berbagai konsep yang dipelajari, memahami hubungan antar elemen, serta menerapkannya untuk memecahkan masalah secara terpadu. Selain itu, siswa juga memeriksa kembali langkah-langkah dan jawabannya untuk memastikan kebenarannya.

Review

The paper "Profil Kemampuan Pemecahan Masalah Matematis Siswa Madrasah Aliyah Berdasarkan Level Hafalan Al-Qur'an" addresses a highly relevant educational topic: mathematical problem-solving abilities among Madrasah Aliyah students, with a novel dimension of exploring its relationship with Al-Qur'an memorization levels. Utilizing a qualitative descriptive approach, the study involved a small sample of six eleventh-grade students categorized by their hafalan proficiency (low, medium, high). The research instruments, comprising a mathematical problem-solving test structured around Polya's four stages and interview guidelines, are appropriate for collecting rich data on students' cognitive processes. The overarching aim to describe problem-solving profiles is well-articulated, highlighting the critical importance of these skills for both academic success and daily life challenges. The findings reveal that the majority of students exhibited moderate mathematical problem-solving abilities, with a significant common weakness identified in the crucial 'checking results' stage. The study effectively disaggregates these abilities based on the students' Al-Qur'an memorization levels, offering insightful profiles. Students with low hafalan were characterized at a unistructural level, demonstrating limited problem comprehension and an inability to draw accurate conclusions due to relying on minimal information. Conversely, those with moderate hafalan achieved a multistructural level, showing good problem understanding and planning with relevant formulas, yet struggled with conceptual integration, leading to less precise conclusions. Notably, students with high hafalan proficiency excelled at a relational level, demonstrating an integrated understanding of concepts, the ability to connect various elements, and crucially, the capacity to verify their solutions—a skill largely absent in the other groups. This study provides valuable preliminary insights into the mathematical problem-solving profiles of Madrasah Aliyah students and introduces an intriguing correlation with their Al-Qur'an memorization levels. The detailed qualitative descriptions of each hafalan group's problem-solving characteristics are a significant strength, particularly the observation that higher memorization levels correlate with more comprehensive problem-solving approaches, including verification. However, the qualitative nature and the extremely small sample size (N=6) inherently limit the generalizability of these findings. While excellent for descriptive depth, broader quantitative research with a larger, more diverse sample would be beneficial to confirm these associations and explore potential causal links or mediating factors, such as sustained cognitive effort, memory training, or metacognitive awareness fostered by hafalan practice. Future research could also delve deeper into the specific cognitive mechanisms underlying this observed relationship, offering more robust pedagogical implications for enhancing mathematical problem-solving skills in religious educational contexts.

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