KEMAMPUAN TRANSLASI REPRESENTASI MATEMATIS SISWA SMP DALAM MENYELESAIKAN SOAL KONTEKSTUAL

THE TRANSLATION ABILITY OF MATHEMATICAL REPRESENTATION OF SMP STUDENTS IN SOLVING THE CONTEXTUAL QUESTION

Kemampuan translasi representasi matematis adalah kecakapan siswa dalam mengubah suatu representasi matematis yang diberikan (representasi sumber) ke bentuk representasi matematis yang diminta (representasi target). Penelitian kualitatif ini bertujuan mendeskripsikan kemampuan translasi representasi matematika siswa SMP dalam menyelesaikan soal kontekstual. Subjek penelitian adalah dua siswa kelas VIII. Metode pengumpulan data yang digunakan adalah pemberian tugas translasi representasi matematis dan wawancara. Analisis data mengacu pada indikator kemampuan translasi representasi matematis yang diadaptasi dari Arifin (2017), sehingga didapatkan kemampuan translasi representasi siswa pada (1) tahap unpacking the source, yaitu kedua siswa menyebutkan informasi pada soal kontekstual; (2) tahap preliminary coordination, yaitu salah satu siswa kesulitan menentukan langkah awal pembentukan representasi target pada translasi representasi simbolik ke visua; (3) tahap constructing the target, yaitu salah satu siswa tidak menyelesaikan soal kontekstual pada translasi representasi simbolik ke visual karena kesalahan pada tahap preliminary coordination; (4) tahap determining equivalence, yaitu salah satu siswa tidak menyelesaikan translasi representasi simbolik ke visual karena kesalahan pada tahap preliminary coordination. Hasil penelitian ini adalah siswa dapat menyelesaikan soal kontekstual pada translasi dua arah representasi visual ke verbal, translasi dua arah representasi simbolik ke verbal, translasi representasi simbolik ke visual. Namun, siswa kesulitan dalam menyelesaikan soal kontekstual pada translasi representasi visual ke simbolik. 

The translation ability of mathematical representation is the ability of students to change a given mathematical representation (source representation) to the requested mathematical representation (target representation). This qualitative research aims to describe the translational ability of mathematical representation of junior high school students in solving contextual question. The research subjects were two students of class VIII. Data collection methods used were the assignment of the translation mathematical representation and interview. Data analysis refers to indicators of the translation ability of mathematical representation adapted from Arifin (2017), so that students' translational ability is obtained at (1) unpacking the source stage, where both students mention information on contextual questions; (2) the preliminary coordination stage, in which one of the students had difficulty determining the first steps in forming the target representation on the translation of symbolic to visual representation; (3) the stage of constructing the target, that is one of the students did not solve the contextual question on the translation of symbolic to visual representation because of an error in the preliminary coordination stage; (4) determining equivalence stage, where one of the students did not solve the translation of symbolic to visual representation because of an error in the preliminary coordination stage. The results of this study are students can solve contextual question in two-way translation of visual to verbal representation, in two-way translation of symbolic to verbal representation, the translation of symbolic to visual representation. However, students have difficulty in solving contextual question on the translation visual to symbolic representation.