PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI KEMAMPUAN MATEMATIKA DAN JENIS KELAMIN

STUDENTS’ COGNITION PROCESS IN SOLVING MATHEMATICS CONTEXTUAL PROBLEM BASED ON MATHEMATICAL ABILITIES AND GENDER

Matematika sebagai mata pelajaran penting di kurikulum sekolah, memiliki objek kajian abstrak berupa mental dan pikiran, yang dapat diketahui melalui proses berpikir siswa ketika dihadapkan suatu permasalahan. Penelitian ini bertujuan mendeskripsikan proses berpikir siswa dalam memecahkan masalah matematika kontekstual ditinjau dari kemampuan matematika dan jenis kelamin pada materi persamaan linear dua variabel (SPLDV) kelas VIII. Metode yang digunakan deskriptif kualitatif. Subjek diambil dari 50 siswa yang diberikan tes kemampuan matematika. Melalui hasil tes, diperoleh 3 siswa laki-laki dan 3 siswa perempuan, dengan kategori kemampuan matematika tinggi, sedang, dan rendah. Hasil penelitian memperlihatkan siswa laki-laki dan perempuan berkemampuan matematika tinggi melakukan semua tahap proses berpikir, yaitu menerima, menyimpan, mengolah, dan memanggil kembali informasi disetiap tahap pemecahan masalah. Siswa laki-laki berkemampuan matematika sedang tidak memanggil kembali informasi saat memahami masalah, tidak mengolah informasi saat melaksanakan rencana penyelesaian, dan tidak melakukan tahap memeriksa kembali. Sedangkan siswa perempuan tidak memanggil kembali informasi saat memahami masalah dan tidak mengolah informasi pada tahap memeriksa kembali. Siswa laki-laki berkemampuan matematika rendah saat memahami masalah melakukan proses menerima, menyimpan, mengolah, dan memanggil kembali informasi, dan pada tahap memeriksa kembali melakukan proses memanggil kembali informasi. Sedangkan siswa perempuan tidak memanggil kembali informasi saat memahami masalah, dan tidak mengolah informasi saat merencanakan penyelesaian. Urutan tahapan dan proses berpikir masing-masing siswa berbeda. Melalui perbedaan tersebut, guru diharapkan dapat mengenali proses berpikir dan urutan yang dilakukan siswa serta menerapkan metode pembelajaran yang sesuai proses berpikir siswa pada masing-masing kategori kemampuan matematika dan jenis kelamin, sehingga siswa dapat meningkatkan kemampuan berpikir matematika.

Kata Kunci: Proses Berpikir, Pemecahan Masalah Kontekstual, Kemampuan matematika, Jenis Kelamin

Mathematics as an important subject in the school curriculum, has an abstract object of study in the form of mental and mind, which can be known through students' thought processes when faced with a problem. This study aimed to determine the students’ cognition process in solving mathematics contextual problems in terms of mathematical abilities and gender in the material of two-variable linear equations (SPLDV) in class VIII.  This research method is qualitative descriptive. Subjects were taken from 50 students who were given a math ability test. Through the test results, obtained 3 male students and 3 female students, with the category of high, medium and low math ability. The results showed male and female students with high math abilities did all stages of the thinking process, that is receiving, storing, processing, and recalling information at each stage of problem solving. Male students with mathematical abilities are not recalling information when they understand a problem, didn’t process information when carrying out the completion plan, and didn’t carry out the rechecking stage. Meanwhile, female students didn’t recall information when they understood the problem and did not process information at the rechecking stage. Male students with low math abilities when understanding the problem carry out the process of receiving, storing, processing, and recalling information, and at the re-checking stage carrying out the process of recalling information. Meanwhile, female students did not recall information when they understood problems, and didn’t process information when planning solutions. The sequence of stages and thought processes of each student is different. Through these differences, teachers are expected to be able to recognize the thought processes and sequences carried out by students and apply learning methods that are appropriate to students' thinking processes in each category of math ability and gender, so that students can improve their mathematical thinking skills.

 Keywords: Thinking Process, Contextual Problem Solving, Mathematical Abilities, Gender