MEMPERKUAT KESIAPAN ALJABAR FORMAL MELALUI BERPIKIR FUNGSIONAL PADA JENJANG SMP: TELAAH KONSEPTUAL CAPAIAN PEMBELAJARAN FASE D
DOI: https://doi.org/10.30605/82emeq93
berpikir fungsional, kesiapan aljabar, capaian pembelajaran, Fase D, SMP
Abstract
Transisi dari aritmetika ke aljabar formal di SMP kerap dipelajari sebagai rangkaian keterampilan memanipulasi simbol, sementara Capaian Pembelajaran (CP) Fase D belum menyatakan dimensi berpikir fungsional mana yang dituntut. Artikel ini bertujuan menelaah hakikat berpikir fungsional dalam kesiapan aljabar formal, memetakan deskriptor elemen Aljabar CP Fase D terhadap dimensi berpikir fungsional, dan merumuskan model konseptual beserta proposisinya. Kajian konseptual ini menggunakan analisis kerangka konseptual terhadap literatur 2021–2026 dan analisis dokumen CP Matematika Fase D (Keputusan Kepala BSKAP Nomor 046/H/KR/2025). Deskriptor dikodekan eksplisit, implisit, atau tidak tampak pada dimensi rekursif, kovariasional, korespondensi, dan objek. Hasil menunjukkan tujuh deskriptor elemen Aljabar; dari 28 sel pengodean, 14,3% berkode eksplisit, 46,4% implisit, dan 39,3% tidak tampak. Korespondensi terjangkau oleh seluruh deskriptor, sedangkan kovariasional tidak pernah berkode eksplisit dan rekursif hanya implisit pada dua deskriptor. Sintesis menghasilkan model jembatan fungsional yang menghubungkan variabel, rumus, penyelesaian persamaan, dan SPLDV, disertai empat proposisi dan empat kriteria perancangan tugas. Disimpulkan bahwa CP Fase D lebih menekankan aturan dan representasi simbolik daripada penalaran kovariasional, sehingga kesiapan aljabar formal berisiko dibangun tanpa makna perubahan antarkuantitas. Kajian ini memberi masukan bagi penyusunan alur tujuan pembelajaran dan agenda penelitian empiris.
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