Profil Matematisasi Siswa SMA dalam Menyelesaikan Soal Tipe Pisa Ditinjau dari Literasi Matematis

Abstract

Mathematization ability is a crucial skill that enables students to transform contextual problems into mathematical forms for accurate resolution. However, students' mathematization abilities vary likely influenced by differing levels of mathematical literacy necessitating a study to describe these profiles across various literacy levels. This research aims to describe the mathematization profiles of high school students when solving PISA-style problems, categorized by their mathematical literacy levels. A qualitative, descriptive approach was employed. The study was conducted at SMA Negeri 2 Jember, involving five students from class XII MIPA 5 selected to represent mathematical literacy levels 1, 2, 4, 5, and 6, based on PISA-style test results and interviews. Data collection involved a written test comprising six PISA-style problems (focusing on the "Change and Relationships" content area) and semi-structured interviews. Data analysis encompassed test result analysis, interview analysis, and member checking to ensure data validity. The results indicate that students' mathematization abilities differ across mathematical literacy levels. Students at levels 1 and 2 were able to identify information, apply solution procedures, and draw conclusions for relatively simple problems, yet they remained limited in developing more complex mathematical models. Students at level 4 demonstrated superior ability in modeling contextual situations, correctly applying mathematical concepts, and interpreting solution outcomes. Meanwhile, students at levels 5 and 6 were capable of a more comprehensive mathematization process, involving the formulation of mathematical models, the use of systematic solution strategies, the accurate manipulation of symbols and concepts, and the logical interpretation of results within the problem's context. The findings suggest a trend wherein higher mathematical literacy levels correlate with better mathematization abilities when solving PISA-style problems.