Kemampuan Pemodelan Matematis dalam Menyelesaikan Soal Matematika Kontekstual

Abstract

AbstrakKemampuan guru menghadirkan soal-soal yang memiliki konteks kehidupan sehari-hari sangat dibutuhkan dalam kelas. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kemampuan pemodelan matematis siswa dalam menyelesaikan soal matematika kontekstual. Penelitan ini dirasa penting untuk dikaji karena tuntutan pembelajaran yang mengharuskan siswa tidak hanya pandai berhitung tetapi dapat mengaplikasikan matematika dalam kehidupan, sehingga kemampuan pemodelan matematika sebagai jembatan antara masalah matematika dan masalah nyata dirasa penting untuk dimiliki oleh siswa. Subjek penelitian diberikan instrumen berupa soal matematika kontekstual, kemudian peneliti menganalisis hasil kerja subjek serta melakukan wawancara subjek terkait hasil pengerjaan instrumen tersebut. Dari hasil penelitian ini disimpulkan bahwa kemampuan pemodelan matematis siswa beragam, tidak bergantung pada kemampuan matematika siswa tinggi, sedang, rendah; masih ada siswa yang tidak membuat pemodelan matematis karena tidak memahami soal yang diberikan; pemodelan gambar yang dibuat oleh siswa beragam namun sebagian besar masih kurang tepat dalam membuat pemodelan gambar sesuai dengan permasalahan yang diberikan; kemampuan siswa dalam membuat pemodelan matematis sebagian besar masih kurang. Mathematical Modeling Ability in Solving Contextual Mathematical ProblemsAbstractThe teacher's ability to present questions that have the context of everyday life is needed in the classroom. This study aims to describe and analyze students' mathematical modeling abilities in solving contextual math problems. This research is considered important to study because the demands of learning require students not only to be good at arithmetic but also to be able to apply mathematics in life, the ability of mathematical modeling as a bridge between mathematical problems and real problems is considered important for students to have. The research subject was given an instrument in the form of a contextual math problem, then the researcher analyzed the subject's work and conducted subject interviews related to the results of working on the instrument. The results are mathematical modeling abilities of students varied, it did not depend on high, medium, low students' mathematical abilities; There are still students who do not make mathematical modeling because they don't understand the questions given; the forms of image modeling made by students are still diverse but most of them are still inaccurate in making image modeling according to the problems give and making mathematical modeling is still lacking.

Student Mathematical Modeling Ability with Blended Learning Approach on Two Linear Inequality Materials

“…This is in line with the opinion of [11] which states that students are less thorough in working on problems so that in interpreting the solutions obtained are less precise or inappropriate. This statement is also supported by Pape and Wang in their research which states that students have difficulty in interpreting problems in the form of variables or into other mathematical forms [12]. This causes students to experience problems in converting problems into mathematical form.…”

“…This happened because of the students' inaccuracy in reading the questions and understanding what was asked on the questions so that the students did not answer according to the instructions. In the research of [12] they state that if the mathematical model is not appropriate, it will have an impact on final decision making or have an impact on interpreting the results and determining inappropriate solutions. This third student is a student with less ability.…”

“…The indicator is included in the good category, meaning that some of the students of class X IPS 4 are able to form mathematical models based on the information that has been obtained, namely based on assumptions and variables that have been made in the second indicator. [12] state that in changing the problems of everyday life into the form of mathematical modeling, skills are needed so that the model that has been created is interpreted correctly. This is also in line with the opinion of [15] which states that blended learning is one of the appropriate learning models to develop students' mathematical communication skills where students can develop knowledge by discussing or exchanging opinions.…”

“…This category includes less, which means that almost all students in class X IPS 4 are unable to interpret the mathematical results. Based on [12] research which states that the error in interpreting the results is that students do not understand the questions given and students' inaccuracy in reading and understanding the problem so that they experience conceptual errors and cannot interpret the results correctly.…”

Development of Numeracy Problems with the Context of Herbal Medicines in Junior High School

“…Context is a situation in which a problem can be made more explicit, and related background knowledge is used to solve the problems (van den Heuvel-Panhuizen, 1996). The everyday life context is essential so that students can transform those problems in the context of mathematics (Khusna & Ulfah, 2021). The context applied to the questions could raise students' awareness of the role of mathematics in daily life.…”