EKSPLORASI KESALAHAN SISWA DALAM PENYELESAIAN SOAL HOTS MATEMATIKA BERBASIS KONTEKS KEPULAUAN
DOI: https://doi.org/10.30605/b8yt0t66
HOTS, analisis kesalahan, Newman Error Analysis, konteks kepulauan, etnomatematika
Abstract
Penelitian ini berlatar belakang dari rendahnya kemampuan penalaran tingkat tinggi siswa di Indonesia, khususnya dalam memproses soal matematika kontekstual. Konteks wilayah kepulauan memiliki karakteristik unik yang dekat dengan keseharian siswa, namun integrasi konteks tersebut ke dalam soal Higher Order Thinking Skills (HOTS) berpotensi memicu tantangan kognitif tersendiri. Penelitian ini bertujuan untuk mengeksplorasi pola kesalahan siswa dalam menyelesaikan soal HOTS matematika berbasis konteks kepulauan. Pendekatan yang digunakan adalah kualitatif eksploratif dengan subjek penelitian siswak kelas 8 SMP Jeljakaka Dobo yang berjumlah 21 orang, yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui instrumen tes tertulis 5 butir soal HOTS yang valid (mencakup materi pecahan, aritmetika sosial, geometri Pythagoras, statistika, dan aljabar), wawancara semi-terstruktur, serta dokumentasi. Klasifikasi kesalahan dianalisis secara sistematis menggunakan model interaktif Miles, Huberman, dan Saldaña serta kerangka kerja Newman Error Analysis (NEA). Hasil penelitian menunjukkan bahwa kesalahan dominan yang dilakukan siswa berturut-turut adalah kesalahan memahami maksud soal (comprehension error) dengan rata-rata sebesar 40,0% dan kesalahan mengubah cerita menjadi model matematika (transformation error) sebesar 33,6%. Faktor penyebab utamanya adalah lemahnya literasi semantik siswa dalam menjabarkan narasi cerita yang panjang dan adanya kegagalan proses horizontal mathematization, di mana siswa terjebak menggunakan pemikiran sehari-hari (common-sense) daripada nalar matematika formal. Selain itu, rapuhnya pondasi hitung dasar menyebabkan kelelahan berpikir (cognitive overload) saat menghadapi dimensi soal analisis. Implikasi dari penelitian ini menuntut perlunya restrukturisasi pengajaran melalui penerapan alur belajar berjenjang menggunakan sketsa visual atau tabel struktural sebelum mengujikan soal HOTS secara instan di wilayah pesisir.
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