Literasi Matematika Siswa dalam Menyelesaikan Soal PISA Konten Change and Relationship Ditinjau dari Self Efficacy

Mathematical Literacy of Students in Solving PISA Problems on the Content of Change and Relationship Reviewed from Self Efficacy

Literasi matematika merupakan suatu kecakapan seseorang dalam merumuskan, menerapkan, dan menafsirkan matematika pada berbagai konteks masalah yang dapat dipengaruhi oleh self-efficacy. Penelitian ini bertujuan untuk mendeskripsikan literasi matematika siswa dalam menyelesaikan soal PISA konten Change and Relationship ditinjau dari self-efficacy tinggi dan rendah. Penelitian deskriptif dengan pendekatan kualitatif dilakukan dengan mengambil data dari subjek penelitian secara purposive yang terdiri dari satu siswa dengan self-efficacy tinggi dan satu siswa dengan self-efficacy rendah. Instrumen yang digunakan meliputi angket self-efficacy, enam soal PISA konten change and relationship dengan penyesuaian konteks, dan pedoman wawancara. Data kemudian dianalisis dengan menggunakan kerangka proses matematika dalam literasi matematika yang meliputi proses merumuskan, menerapkan, dan menafsirkan. Hasil penelitian menunjukkan bahwa literasi matematika siswa dengan self-efficacy tinggi dalam menyelesaikan soal PISA konten change and relationship mampu merumuskan masalah dengan mengidentifikasi aspek-aspek matematika dari permasalahan dan mengubah masalah menjadi bahasa matematika yang sesuai, lalu menerapkan fakta, aturan, dan algoritma selama proses penentuan hasil-hasil matematika dan akhirnya mampu menafsirkan dan mengevaluasi kesesuaiannya ke dalam konteks masalah awal. Sementara itu, siswa dengan self-efficacy rendah hanya mampu dalam proses merumuskan dengan mengidentifikasi aspek-aspek matematika dari permasalahan.

Mathematical literacy is a person's capacity in formulating, employing, and interpreting mathematics in various contexts that can be influenced by self-efficacy. This study aims to describe students' mathematical literacy in solving PISA task with Change and Relationship content in terms of high and low self-efficacy. Descriptive research with a qualitative approach was carried out by taking data from research subjects purposively consisting of one student with high self-efficacy and one student with low self-efficacy. The instruments used include a self-efficacy questionnaire, six PISA tasks with change and relationship content with contextual adjustments, and interview guidelines. The data were then analyzed using a mathematical process framework in mathematical literacy which includes the process of formulating, employing, and interpreting. The results showed that the mathematical literacy of students with high self-efficacy in solving PISA problems with change and relationship content was able to formulate problems by identifying the mathematical aspects of the problem and turning the problem into an appropriate mathematical language, then employing facts, rules, and algorithms during the process of determining mathematical results and finally being able to interpret and evaluate their suitability in the context of the initial problem. Meanwhile, students with low self-efficacy are only able to formulate by identifying the mathematical aspects of the problem.