PROSES PEMECAHAN MASALAH MATEMATIS PADA SOAL CERITA RASIO BERDASARKAN KEMAMPUAN MATEMATIKA

Abstract

ABSTRACT

Mathematical problem-solving in ratio word problems requires not only accurate calculations but also conceptual understanding and the ability to evaluate solutions. This study aimed to describe sixth-grade students’ mathematical problem-solving processes based on mathematics ability levels from the perspective of cognitive learning theory. This study employed a descriptive qualitative approach involving six participants: two with high, two with moderate, and two with low mathematics ability. Data were collected through a mathematics ability test, a mathematical problem-solving test, observations, interviews, and documentation. Data analysis followed Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The findings showed that students with high mathematics ability understood the 4:1 ratio, selected division by calculating 800 divided by 4, performed the calculations, and checked their answers. Students with moderate ability identified relevant information and selected strategies, but their conceptual explanations and answer evaluations were not fully developed. Students with low ability struggled to understand the meaning of ratios, explain their strategies, and verify their answers. From a cognitive perspective, these differences reflect variations in the depth of information processing, reasoning, and evaluation during mathematical problem-solving.

ABSTRAK

Pemecahan masalah matematis pada soal cerita rasio tidak hanya menuntut ketepatan perhitungan, tetapi juga pemahaman konsep dan kemampuan mengevaluasi penyelesaian. Penelitian ini bertujuan mendeskripsikan proses pemecahan masalah matematis peserta didik kelas VI berdasarkan tingkat kemampuan matematika dalam perspektif teori belajar kognitif. Penelitian menggunakan pendekatan deskriptif kualitatif dengan enam subjek, terdiri atas dua peserta didik berkemampuan tinggi, dua sedang, dan dua rendah. Data dikumpulkan melalui tes kemampuan matematika, tes pemecahan masalah matematis, observasi, wawancara, dan dokumentasi. Analisis dilakukan berdasarkan empat tahap Polya, yaitu memahami masalah, menyusun rencana, melaksanakan rencana, dan memeriksa kembali. Hasil penelitian menunjukkan bahwa peserta didik berkemampuan tinggi mampu memahami hubungan rasio 4:1, menentukan strategi pembagian 800 dengan 4, melaksanakan perhitungan, dan memeriksa jawaban. Peserta didik berkemampuan sedang mampu mengenali informasi dan menentukan strategi, tetapi penjelasan konseptual dan evaluasi jawaban belum sepenuhnya lengkap. Peserta didik berkemampuan rendah mengalami kesulitan memahami makna rasio, menjelaskan strategi, dan memeriksa jawaban. Dalam perspektif kognitif, perbedaan tersebut mencerminkan variasi kedalaman pengolahan informasi, penalaran, dan evaluasi selama pemecahan masalah.