ANALISIS KESULITAN SISWA SMA DALAM MENYELESAIKAN SOAL MATEMATIKA KONTEKSTUAL

Pembelajaran matematika yang mengangkat permasalahan melalui konteks akan menciptakan situasi dimana siswa dapat memiliki pengalaman nyata dalam mengaitkan pemahaman mereka. Keberadaan konteks menjembatani siswa untuk belajar penerapan matematika yang merupakan tujuan dari pendidikan matematika, namun kemampuan siswa di Indonesia dalam penyelesaian soal kontekstual tergolong rendah. Maka dari itu, penelitian ini bertujuan untuk mengetahui tipe kesalahan siswa dan kesulitan yang dihadapi siswa. Salah satu caranya melalui metode desktiptif dengan pendekatan kualitatif. Partisipan penelitian ini 33 siswa kelas XII MIPA 2 di salah satu SMA swasta di Kota Bandung yang diberikan tes, 8 siswa diantaranya di wawancara. Analisis kesulitan siswa diidentifikasi dari tahap penyelesaian soal kontekstual, yang tahapannya berhubungan dengan teori kesalahan Newman. Hasilnya ditinjau berdasarkan KAM (Kemampuan Awal Matematika), menunjukkan persentase kesalahan siswa KAM atas pada comprehension 33,33%, transformation 40%, process skill 6,67%, dan encoding 20%; KAM sedang pada reading 4,85%, comprehension 39,81%, transformation 36,89%, process skill 11,65%, dan encoding 6,8%; KAM rendah pada reading 15,38%, comprehension 30,77%, transformation 26,92%, process skill 11,54%, dan encoding 15,38%. Kesulitan yang dialami siswa SMA dalam menyelesaikan soal matematika kontekstual materi barisan yakni: siswa tidak memahami hakikat masalah barisan matematika, tidak memahami makna suatu istilah, sulit menyederhanakan bahasa matematika, tidak mampu mengabtraksi pola barisan yang terbentuk, lemah dalam memahami konsep penjumlahan barisan bilangan, tidak memahami prinsip suku pertama pada penjumlahan barisan, tidak terampil berhitung pada operasi perkalian bilangan pecahan, tidak dapat mengidentifikasi unsur-unsur konsep barisan geometri tak hingga, tidak dapat mengaplikasikan prinsip barisan pada peluruhan, tidak dapat mengaplikasikan prinsip bunga majemuk, dan tidak mampu menalar jawaban sudah tepat atau tidak. Learning mathematics that raises problems through context will create situations where students can have real experience in their understanding. Context is a bridges for students to learn the application of mathematics which is the goal of mathematics education, but students' ability to solve contextual problems is low. Therefore, this study aims to determine the types of student errors and difficulties faced by students. One way to study is through descriptive method with a qualitative approach. The participants of this study were 33 students of class XII MIPA 2 in a private high school in Bandung who were given a test, 8 of them were interviewed. Analysis of student difficulties is identificate from the contextual problem solving, the stages are related to Newman's theory of errors. The results are based on KAM (Initial Mathematics Ability), showing KAM students' errors in understanding 33.33%, transformation 40%, process skills 6.67%, and encoding 20%; KAM is on reading 4.85%, comprehension 39.81%, transformation 36.89%, process skills 11.65%, and encoding 6.8%; Low KAM on reading 15.38%, comprehension 30.77%, transformation 26.92%, process skills 11.54%, and encoding 15.38%. The difficulties that experienced by high school students in solving contextual problems in row material are: students do not understand row-by-line mathematics, do not understand the meaning of an area, have difficulty learning the language of mathematics, do not form lines, are weak in understanding the concept of numbers, understand tribal principles. first in addition to rows, not skilled at counting on number operations, can't identify elements of the concept of a finite geometric sequence, can't apply the principles of decay, can't apply the principles of compound interest, and can already explain the right answer or not