KEMAMPUAN LITERASI ALJABAR SISWA KELAS VII YANG DITINJAU BERDASARKAN GAYA KOGNITIF - VIVI ANGRIANI, - (2020)
Komponen literasi matematis yang menjadi fokus dalam penelitian ini adalah change and relationships dalam materi aljabar dan penggunaannya, yang disebut dengan literasi aljabar. Penelitian ini dilakukan karena beberapa penelitian mengungkapkan literasi matematis beberapa siswa di Indonesia ada yang masih kurang pada komponen change and relationships, sehingga diperlukan beberapa informasi penyebab siswa kesulitan pada soal literasi aljabar. Dalam penelitian ini, literasi aljabar digali dengan memperhatikan gaya kognitif siswa dalam memproses informasi. Oleh karena itu, tujuan penelitian ini adalah mendeskripsikan kemampuan literasi aljabar siswa berdasarkan gaya kognitif, dan juga mendeskripsikan beberapa faktor kesulitan literasi aljabar berdasarkan gaya kognitif. Metode yang digunakan adalah pendekatan deskriptif kualitatif. Data penelitian diperoleh melalui tes dan wawancara partisipan dari 72 orang siswa kelas VII dari tiga SMP di kota Bandung. Berdasarkan hasil analisis, dapat disimpulkan 1) partisipan Impulsif-Reflektif mampu menyelesaikan soal literasi aljabar dengan indikator formulate, employ, dan interpret; 2) partisipan Impulsif masih kurang dalam formulate, dan interpret, kurang memahami konsep dan simbol operasi aljabar, hingga kurang cermat dan percaya diri dalam beragumentasi; 3) partisipan Reflektif kurang mampu dalam formulate, kurang tepat dan runtun menggunakan prosedural operasi aljabar, hingga kurang mampu menyelesaikan soal yang kompleks; dan 4) partisipan tidak Impulsif-Reflektif tidak mampu dalam formulate, employ, dan interpret, kurang memahami konsep variabel dan koneksi aljabar pada materi lain, hingga tidak cermat dan percaya diri dalam beragumentasi. Kata kunci: Literasi Matematis, Change and Relationship, Literasi Aljabar, Transisi Aritmetika ke Aljabar, Gaya Kognitif, Impulsif dan Reflektif, Kesulitan Literasi Aljabar. ABSTRACT Vivi Angriani 1803238 Algebraic Literacy Skills of Grade VII Students Based on Cognitive Style The component of mathematical literacy to be focused in the present study is the change and relationships in the algebra as well as its use, namely the algebraic literacy. The study was driven by the fact that the mathematical literacy of several Indonesian students' is still lacking in the change and relationships component, based on a few research, so that information on factors causing the student difficulties in resolving the algebraic literacy problems is needed. In this study the algebraic literacy was explored by considering the students' cognitive style in processing information. Therefore, this study was aimed at describing the students' algebraic literacy skills based on the cognitive style and describing the factors causing difficulties in their algebraic literacy based on the cognitive style. The descriptive qualitative approach was employed. The data were collected through testing and interviewing the participants consisting of 72 grade VII students gathered from three junior high schools in the City of Bandung. Based on the findings, it can be concluded that 1) the Impulsive-Reflective participants can solve the algebraic literacy problem by meeting the formulate, employ, and interpret indicators; 2) the Impulsive participants still lack the formulate and interpret skills, the concepts and symbols of algebraic operation, and the accuracy and confidence in providing argumentation; 3) the Reflective participants lack the formulate skill, the precision and order in applying the algebraic operation procedures, and the ability of solving complex problems; and 4) the non-Impulsive-Reflective participants lack the whole formulate, employ, and interpret skills, the concept of variables and connection of algebra to other materials, and the accuracy and confidence in providing argumentation. Keywords: Mathematical Literacy, Change and Relationship, Algebraic Literacy, Arithmetic Transition to Algebra, Cognitive Style, Impulsive and Reflective, Algebraic Literacy Difficulties.