Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Soal Setara AKM Numerasi Ditinjau dari Gaya Kognitif Impulsif-Reflektif

Mathematical Communication Ability of Students in Solving Numeracy Equivalent Problems in Terms of Impulsive-Reflective Cognitive Style

Kemampuan komunikasi merupakan salah satu kompetensi yang harus dikembangkan pada pembelajaran matematika abad 21. Melalui kemampuan komunikasi matematis, baik tulisan maupun lisan siswa dapat menyampaikan ide, memahami konsep, menafsirkan informasi dan menyelesaikan masalah matematika secara efektif. Siswa dalam menyelesaikan masalah, dipengaruhi dengan gaya kognitif. Gaya kognitif tempo salah satunya yaitu dengan kecepatan siswa dapat memengaruhi ketepatan dalam menyelesaikan soal. Hasil capaian rapor pendidikan tahun 2024 menunjukkan kemampuan numerasi siswa jenjang SMA secara nasional di angka 65% dengan kategori sedang pada rentang 50%-79%. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis tulis dan lisan siswa dalam menyelesaikan soal setara asesmen kompetensi minimum numerasi, ditinjau dari gaya kognitif impulsif dan reflektif. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Data penelitian diperoleh melalui MFFT (Matching Familiar Figures Test), tes kemampuan komunikasi matematis, dan wawancara. Subjek penelitian sebanyak dua siswa yang mewakili masing-masing gaya kognitif yaitu impulsif dan reflektif. Teknik analisis data meliputi reduksi, penyajian data, dan penarikan kesimpulan berdasarkan indikator kemampuan komunikasi matematis yang diadaptasi dari NCTM. Hasil penelitian menunjukkan siswa bergaya impulsif mampu menuliskan informasi penting dan langkah penyelesaian, namun sering melewatkan informasi dan kurang tepat dalam penggunaan notasi dan simbol matematika. Secara lisan, siswa bergaya impulsif mampu menjelaskan ide dan menyampaikan langkah penyelesaian secara logis, meskipun sering terburu-buru dalam memutuskan jawaban. Sementara itu, siswa bergaya reflektif mampu memenuhi seluruh indikator komunikasi matematis, baik tulis maupun lisan, dengan penjelasan yang lebih hati-hati dan waktu pengerjaan yang lebih lama.

Communication skills are one of the competencies that must be developed in 21st century mathematics learning. Through mathematical communication skills, both written and oral, students can convey ideas, understand concepts, interpret information, and solve mathematical problems effectively. Students' problem-solving abilities are influenced by their cognitive styles. One type of cognitive style is tempo, which refers to the speed at which students can influence the accuracy of their problem-solving. The results of the 2024 education report card show that the numeracy skills of high school students nationwide are at 65%, categorized as moderate in the range of 50%-79%. This study aims to describe students' written and oral mathematical communication skills in solving problems equivalent to the minimum numeracy competency assessment, reviewed from impulsive and reflective cognitive styles. This study employs a descriptive qualitative research method. Data were collected through the MFFT (Matching Familiar Figures Test), a mathematical communication ability test, and interviews. The research subjects consisted of two students representing each cognitive style, namely impulsive and reflective. Data analysis techniques included reduction, data presentation, and drawing conclusions based on mathematical communication ability indicators adapted from the NCTM. The results showed that impulsive-style students were able to write down important information and solution steps, but often omitted information and were less accurate in using mathematical notation and symbols. Verbally, impulsive-style students were able to explain ideas and communicate solution steps logically, though they often rushed to decide on answers. Meanwhile, reflective-style students met all mathematical communication indicators, both written and verbal, with more careful explanations and longer completion times.