Analisis Kemampuan Representasi Matematis dalam Menyelesaikan Soal Kontekstual dengan Memperhatikan Tingkat Kemandirian Belajar

Abstract

This study aims to evaluate and analyze the students' mathematical representation abilities in handling contextual problems with varying levels of learning autonomy, including high, medium, and low. The study is qualitative in nature and uses a descriptive method. Data collection techniques involved questionnaires, tests, and interviews. The test instrument consisted of one validated question on mathematical representation abilities by two Mathematics Education Lecturers. Data collection was done using a purposive technique, and the research subjects consisted of three 9th-grade students from SMP Negeri 9 Tasikmalaya who best met the indicators of mathematical representation abilities in handling contextual problems in each category of learning autonomy. The study's findings show that (1) students with high learning autonomy were able to solve contextual problems and meet all indicators of mathematical representation abilities, including visual representation, mathematical equations or expressions, and written words or texts. (2) Students with medium learning autonomy successfully solved contextual problems and met all indicators of mathematical representation abilities, with varying visual representations. (3) Students with low learning autonomy only met the indicators of visual representation and written words or texts, while they were unable to solve contextual problems entirely.