ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMA PADA MATERI TRANSFORMASI GEOMETRI DITINJAU DARI SELF-ESTEEM

• Main Author: Elza Rahma Dihna, - (Author)
• Format: Book
• Published: 2023-08-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/99969/1/S_MAT_1903606_Title.pdf; http://repository.upi.edu/99969/2/S_MAT_1903606_Chapter1.pdf; http://repository.upi.edu/99969/3/S_MAT_1903606_Chapter2.pdf; http://repository.upi.edu/99969/4/S_MAT_1903606_Chapter3.pdf; http://repository.upi.edu/99969/5/S_MAT_1903606_Chapter4.pdf; http://repository.upi.edu/99969/6/S_MAT_1903606_Chapter5.pdf; http://repository.upi.edu/99969/7/S_MAT_1903606_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Kemampuan representasi matematis adalah kemampuan untuk menggambarkan, menyajikan, dan memahami informasi atau konsep matematis dalam berbagai bentuk. Setiap siswa memiliki karakteristik yang berbeda dalam menyelesaikan masalah matematis, dan perbedaan tersebut bisa dipengaruhi oleh tingkat self-esteem siswa. Self-Esteem adalah nilai keberhargaan diri yang dimiliki siswa atas dirinya dalam menghadapi masalah tertentu. Penelitian ini bertujuan untuk mengevaluasi kemampuan representasi matematis siswa SMA dalam memahami dan menerapkan konsep transformasi geometri, dengan mempertimbangkan faktor self-esteem. Metode penelitian yang digunakan adalah studi kasus dengan pendekatan kualitatif. Partisipan penelitian terdiri dari siswa kelas 11 di salah satu SMA negeri di Kota Bandung yang telah mempelajari materi transformasi geometri. Penelitian ini dilakukan dengan mengamati, mewawancarai, dan menganalisis pekerjaan siswa, serta mengumpulkan data terkait self-esteem. Hasil penelitian menunjukkan bahwa siswa dengan self-esteem tinggi cenderung mampu mencapai dua hingga tiga indikator kemampuan representasi matematis yang diteliti. Siswa dengan self-esteem tinggi memiliki pemahaman yang kuat terhadap konsep transformasi geometri, mampu menggambar dengan tepat, dan dapat menerapkan transformasi tersebut dalam situasi nyata. Siswa dengan self-esteem sedang mampu mencapai 2 dari tiga indikator kemampuan representasi matematis. Di sisi lain, siswa dengan self-esteem rendah hanya mampu mencapai satu sampai dua indikator kemampuan representasi matematis. Mereka memiliki pemahaman yang terbatas terhadap konsep transformasi geometri, memiliki kesulitan dalam menggambar dengan benar, dan kurang mampu menerapkan transformasi tersebut dalam situasi nyata. Mathematical representation ability is the ability to describe, present, and understand information or mathematical concepts in various forms. Each student has different characteristics in solving mathematical problems, and these differences can be influenced by the level of student self-esteem. Self-Esteem is the value of self-esteem that students have for themselves in dealing with certain problems. This study aims to evaluate the mathematical representation abilities of high school students in understanding and applying the geometric transformation concept, taking into account the self-esteem factor. The research method used is a case study with a qualitative approach. The research participants consisted of 11th grade students at a public high school in the city of Bandung who had studied geometric transformation material. This research was conducted by observing, interviewing, and analyzing student work, as well as collecting data related to self-esteem. The results of the study show that students with high self-esteem tend to be able to achieve two to three indicators of mathematical representation ability under study. Students with high self-esteem have a strong understanding of the concept of geometric transformations, are able to draw accurately, and can apply these transformations in real situations. Students with moderate self-esteem are able to achieve 2 of the three indicators of mathematical representation ability. On the other hand, students with low self-esteem are only able to achieve one to two indicators of mathematical representation ability. They have limited understanding of geometric transformation concepts, have difficulty in drawing correctly, and are less able to apply these transformations in real situations.