Analisis Kesalahan Siswa SMP dalam Menyelesaikan Soal PISA-like Konten Uncertainty and Data Ditinjau dari Kecerdasan Majemuk

An Analysis of Middle School Students’ Errors in Solving PISA-like Questions on Uncertainty and Data from the Perspective of Multiple Intelligences

Literasi matematika merupakan kemampuan yang penting untuk dikembangkan dalam pendidikan di sekolah agar siswa mampu menggunakan matematika untuk menyelesaikan masalah dalam berbagai konteks kehidupan nyata. Namun kenyataannya, kemampuan literasi matematika siswa Indonesia, khususnya pada konten uncertainty and data, masih tergolong rendah, sehingga diperlukan analisis kesalahan sebagai dasar memperbaiki hasil belajar matematika siswa. Penelitian ini bertujuan mendeskripsikan jenis kesalahan siswa SMP dalam menyelesaikan soal PISA-like konten uncertainty and data ditinjau dari kecerdasan majemuk berdasarkan teori Nolting. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek tiga siswa kelas IX SMP yang mewakili kecerdasan visual-spasial, verbal-linguistik, dan logis-matematis. Data dikumpulkan melalui angket kecerdasan majemuk, tes kemampuan matematika, soal PISA-like, dan wawancara yang dianalisis berdasarkan indikator kesalahan menurut teori Nolting. Hasil penelitian menunjukkan bahwa siswa dengan kecerdasan visual-spasial melakukan misread-direction errors, careless errors, concept errors, application errors, dan test-taking errors yang dipengaruhi oleh kesulitan merepresentasikan pemikiran visual dalam bentuk tulisan, kurang teliti, penggunaan variabel yang tidak konsisten, serta ketidakmampuan menerapkan konsep peluang sesuai konteks. Siswa dengan kecerdasan verbal-linguistik melakukan misread-directions errors, concept errors, application errors, dan test-taking errors yang disebabkan oleh ketidaklengkapan dalam menuliskan informasi, kesalahan menentukan konsep matematika, serta belum memahami konsep peluang. Sementara itu, siswa dengan kecerdasan logis-matematis melakukan misread-directions errors, application errors, dan test-taking errors yang disebabkan oleh fokus pada perhitungan tanpa mengidentifikasi informasi secara lengkap, kesalahan menerapkan konsep atau rumus, kurang teliti dalam memahami konteks peluang, serta keterbatasan waktu. Penelitian ini berkontribusi dalam memberikan gambaran karakteristik kesalahan siswa berdasarkan kecerdasan majemuk sehingga dapat menjadi acuan bagi guru dalam merancang pembelajaran dan evaluasi yang lebih sesuai dengan karakteristik siswa untuk meningkatkan literasi matematika.

Mathematical literacy is an important skill to develop in school education so that students can use mathematics to solve problems in various real-life contexts. However, in reality, the mathematical literacy skills of Indonesian students, particularly regarding uncertainty and data, remain relatively low, making it necessary to analyze errors as a basis for improving students’ mathematics learning outcomes. This study aims to describe the types of errors made by junior high school students in solving PISA-like problems on uncertainty and data, as viewed through the lens of multiple intelligences based on Nolting’s theory. This study employs a descriptive qualitative approach with three ninth-grade junior high school students as subjects, representing visual-spatial, verbal-linguistic, and logical-mathematical intelligences. Data were collected through a multiple intelligences questionnaire, a mathematics proficiency test, PISA-like questions, and interviews, which were analyzed based on error indicators according to Nolting’s theory. The results showed that students with visual-spatial intelligence made misread-direction errors, careless errors, concept errors, application errors, and test-taking errors, which were influenced by difficulties in representing visual thoughts in written form, a lack of attention to detail, inconsistent use of variables, and an inability to apply probability concepts appropriately to the context. Students with verbal-linguistic intelligence made misread-directions errors, concept errors, application errors, and test-taking errors caused by incompleteness in writing down information, errors in determining mathematical concepts, and a lack of understanding of probability concepts. Meanwhile, students with logical-mathematical intelligence made misread-directions errors, application errors, and test-taking errors caused by focusing on calculations without fully identifying the information, errors in applying concepts or formulas, a lack of attention to detail in understanding the context of probability, and time constraints. This study contributes to providing an overview of the characteristics of students’ errors based on multiple intelligences, thereby serving as a reference for teachers in learning and assessment strategies that are better suited to students’ characteristics to improve mathematical literacy.