Proses Berpikir Matematis Siswa dalam Menyelesaikan Soal PISA Kategori HOTS dan Scaffoldingnya

Students' Process of Mathematical Thinking in Solving PISA Questions in the HOTS Category and Also the Scaffolding 

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir matematis siswa dalam menyelesaikan soal PISA kategori HOTS beserta scaffoldingnya. Proses berpikir matematis siswa ditinjau dari fase berpikir matematis yang dikembangkan oleh Mason, dkk. Pemberian scaffolding berdasarkan level scaffolding Anghileri.  Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian ini adalah 3 siswa kelas IX yang dipilih dari 31 siswa. Sebanyak 31 siswa mengerjakan tes kemampuan matematika. Selanjutnya dipilih 3 siswa yang terdiri dari satu siswa berkemampuan matematika tinggi, satu siswa berkemampuan matematika sedang dan satu siswa berkemampuan matematika rendah. Selanjutnya subjek terpilih diberi tes yang terdiri dari 3 soal PISA kategori HOTS  dan dilakukan wawancara serta pemberian scaffolding. Scaffolding diberikan ketika siswa mengalami stuck pada proses berpikir matematisnya. Hasil penelitian menunjukan: (1) Proses berpikir matematis siswa berkemampuan tinggi dalam menyelesaikan soal nomor 1 dimulai dengan fase entry dengan memenuhi aspek know, want, dan introduce, dilanjutkan dengan fase attack dengan melalui aspek try, maybe, dan why. Proses berpikir matematis siswa berkemampuan tinggi dalam menyelesaikan soal nomor 2 dimulai dengan fase entry dengan melalui aspek know, want, dan introduce, dilanjutkan dengan fase attack dengan melalui aspek try, maybe, dan why. Kemudian dilanjutkan dengan fase review dengan memenuhi aspek check, reflect, dan extand.  Proses berpikir matematis siswa berkemampuan matematika tinggi dalam menyelesaikan soal nomor 3 dimulai dengan fase entry dengan melalui aspek know, want, dan introduce, dilanjutkan dengan fase attack dengan melalui aspek try dan maybe kemudian fase review dengan memenuhi aspek check, reflect, dan extand dan berulang dengan fase attack. (2)  Proses berpikir matematis siswa berkemampuan sedang dalam menyelesaikan soal nomor 1 dimulai dengan fase entry melalui aspek know, want, dan introduce, dilanjutkan dengan fase attack dengan melalui aspek try, maybe, dan why. Proses berpikir matematis siswa berkemampuan matematika sedang dalam menyelesaikan soal nomor 2 dan 3 dimulai dimulai dengan fase entry melalui aspek know, want, dan introduce, dilanjutkan dengan fase attack dengan melalui aspek try dan maybe(3) Proses berpikir matematis siswa berkemampuan matematika rendah dalam menyelesaikan soal nomor 1 dimulai dan berakhir pada fase entry dengan memenuhi aspek know dan want. Dalam menyelesaikan soal nomor 2 dan 3, proses berpikir matematis siswa berkemampuan matematika rendah dimulai pada fase entry dengan memenuhi aspek know dan want. Proses ini berakhir pada fase attack dengan memenuhi try. (4) Setelah pemberian scaffolding, siswa berkemampuan tinggi,  siswa berkemampuan sedang, dan siswa berkemampuan rendah memenuhi fase berpikir matematis dan menyelesaikan soal PISA kategori HOTS dengan benar.

Kata kunci: Berpikir matematis; HOTS; kemampuan matematika; PISA; scaffolding.

This study aims to describe the mathematical thinking process of students in solving PISA questions in hots category and scaffolding. The student's mathematical thinking process is reviewed from the mathematical thinking phase developed by Mason et al. Administration of scaffolding based on Anghileri’s scaffolding level. This type of research is descriptive qualitative. The subjects of this study were 3 grade IX students selected from 31 students. A total of 31 students takes the mathematics ability test. Next, three students consisting of one high mathematics ability student, one medium mathematics ability student, and one low mathematics ability student. Furthermore, selected subjects were given tests consisting of 3 PISA HOTS categories and conducted interviews and scaffolding.  Scaffolding is given when students got stuck in their mathematical thinking prosess. The results showed: (1) The mathematical thinking process of competent students in solving question number 1 begins with the entry phase by fulfilling the know, want, and introduce aspects, followed by the attack phase through the try, maybe, and why aspects. The mathematical thinking process of highly skilled students in solving question number 2 begins with the entry phase by going through the know, want, and medium and introduces aspects, followed by the attack phase through aspect try, maybe, and why. Then continued with the review phase by fulfilling the elements of a check, reflect, and extand. The mathematical thinking process of students with high mathematical ability in solving question number 3 begins with the entry phase by going through the know, want, and introduce aspects, followed by the attack phase by going through the trials and maybe parts, then the review phase by fulfilling the check, reflect, and extand characteristics and repeating with the attack phase. (2) The mathematical thinking process of capable students in solving question number 1 begins with the entry phase through the know, want, and introduce aspects, followed by the attack phase by going through the try, maybe, and why factors. The mathematical thinking process of mathematics-capable students in solving problems number 2 and 3 begins with the entry phase through the know, want, and introduce elements, followed by the attack phase by going through the trials and maybe (3) mathematical thinking aspects of students with low mathematics ability in solving problem number 1 begins and ends in the entry phase by fulfilling the know and want elements. In solving questions 2 and 3, the mathematical thinking process of low-math-capable students starts in the entry phase by fulfilling the know and want aspects. This process ends in the attack phase by fulfilling the try. (4) After scaffolding, high, medium, and low-skilled students fulfill all stages of mathematical thinking and solve the HOTS category PISA questions correctly.

Keywords: Mathematical thinking; HOTS; mathematical abilities; PISA; scaffolding.