PROSES BERPIKIR KOMPUTASI SISWA SMP DALAM MENYELESAIKAN SOAL NUMERASI KONTEN GEOMETRI DAN PENGUKURAN DITINJAU BERDASARKAN GAYA KOGNITIF

COMPUTATIONAL THINKING PROCESS OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING NUMERACY PROBLEMS ON GEOMETRY AND MEASUREMENT CONTENT BASED ON COGNITIVE STYLE

Proses berpikir komputasi adalah serangkaian tahapan berpikir yang sistematis dalam memformulasikan dan menyelesaikan masalah dengan cara yang efektif. Proses ini melibatkan tahapan seperti, dekomposisi, pengenalan pola, abstraksi, algoritma dan prosedur, serta generalisasi untuk menemukan solusi permasalahan. Penelitian ini bertujuan untuk mendeksripsikan proses berpikir komputasi siswa SMP dengan gaya kognitif field independent dan field dependent dalam menyelesaikan soal numerasi konten geometri dan pengukuran. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian yang terpilih yaitu dua siswa kelas VIII SMP Negeri 22 Surabaya dengan satu siswa bergaya kognitif field independent dan satu siswa bergaya kognitif field dependent, berkemampuan matematika setara tinggi, dan berjenis kelamin sama. Instrumen yang digunakan meliputi tes gaya kognitif GEFT (group embaded figures test), hasil ulangan harian matematika, tes soal AKM numerasi konten geometri dan pengukuran, dan pedoman wawancara. Data hasil tes soal AKM numerasi konten geometri dan pengukuran dianalisis berdasarkan indikator berpikir komputasi. Hasil penelitian menunjukkan bahwa siswa field independent memenuhi hampir semua indikator berpikir komputasi, yaitu dekomposisi, pengenalan pola, algoritma dan prosedur, serta generalisasi. Sedangkan siswa field dependent memenuhi beberapa indikator berpikir komputasi, yaitu dekomposisi, abstraksi, dan generalisasi. Adanya penelitian ini, diharapkan dapat memunculkan penelitian-penelitian selanjutnya yang dapat mengeksplorasi proses berpikir komputasi pada berbagai topik, kelas, tinjauan, dan kategori masalah lain untuk mendapatkan pemahaman yang lebih mendalam terkait proses berpikir komputasi siswa.

Kata Kunci: berpikir komputasi, numerasi, geometri dan pengukuran, gaya kognitif field independent, gaya kognitif field dependent.

The computational thinking process is a series of systematic thinking stages in formulating and solving problems in an effective way. This process involves stages such as, decomposition, pattern recognition, abstraction, algorithms and procedures, and generalization to find solutions to problems. This study aims to describe the computational thinking process of junior high school students with field independent and field dependent cognitive styles in solving numeracy problems in geometry and measurement content. This research used qualitative approach with descriptive research type. The research subjects selected were two students of class VIII SMP Negeri 22 Surabaya with one student with field independent cognitive style and one student with field dependent cognitive style, equivalent high mathematics ability, and the same gender. The instruments used include cognitive style test GEFT (group embaded figures test), the results of daily math tests, test questions AKM numeracy content geometry and measurement, and interview guidelines. Data from the AKM numeracy test results on geometry and measurement content were analyzed based on computational thinking indicators. The results showed that field independent students met almost all indicators of computational thinking, namely decomposition, pattern recognition, algorithms and procedures, and generalization. Meanwhile, field dependent students met several indicators of computational thinking, namely decomposition, abstraction, and generalization. The existence of this research is expected to lead to further studies that can explore the computational thinking process on various topics, classes, reviews, and other problem categories to get a deeper understanding of students' computational thinking process.

Keywords: computational thinking, numeracy, geometry and measurement, field independent cognitive style, field dependent cognitive style.