Analisis Kemampuan Pemecahan Masalah Matematika Siswa SMP pada Materi SPLDV Berdasarkan Taksonomi SOLO Ditinjau dari Kepribadian Jung

Abstract

This research is based on the importance of developing students' mathematical problem-solving skills, especially in the Two-Variable Linear System of Equations (SPLDV), which requires conceptual understanding and high-level thinking skills. Not only cognitive aspects, but psychological factors such as personality types based on Jung's theory (extroverts and introverts) also play a role in the way students understand, plan, implement, and re-examine problem-solving strategies. This research aims to analyze the mathematical problem-solving ability of junior high school students on SPLDV material based on SOLO taxonomy reviewed from Jung's personality type. The method used is qualitative descriptive with the research subject of 32 students of class VIII D SMPN 2 Jember, which is classified into extrovert personality types (24 students) and introverts (8 students) using the MBTI questionnaire. Research instruments include MBTI questionnaires, SPLDV problem-solving tests based on SOLO taxonomy, and semi-structured interview guidelines to explore students' thinking processes. Research results show that extrovert and introvert students are spread across various levels of SOLO taxonomy. Extroverted students mostly reach an expanded abstract level, but are still weak in the reflective aspect, especially at the re-examination stage. Meanwhile, introverted students dominate at the multistructural and relational levels, with a number of subjects that also achieve expanded abstraction. Introverted students show a high ability to organize information systematically, implement strategies logically, and reflect on the final result. Meanwhile, extroverted students show superiority in responding quickly and actively strategizing solutions, but tend to rely on external validation rather than personal reflection. This research concludes that there is a close relationship between personality types, thinking structures based on SOLO taxonomy, and problem-solving stages according to Polya. Therefore, mathematics learning needs to be designed adaptively by considering students' personality characteristics to optimize overall problem-solving skills.