Abstract
This study aims to describe students' mathematical problem-solving abilities based on mathematical dispositions at Riyadlul Mukhlishien Middle School. This type of research used in this research is descriptive qualitative. The research subjects used were 21 students of class VIII A. The data sources of this research are in the form of questionnaires, test descriptions and interviews. The results of the questionnaire were used to classify the level of students' mathematical dispositions. After that, two students from each category of mathematical disposition were selected to be the subject of tests and interviews. The results of tests and interviews of mathematical problem-solving abilities were analyzed based on the mathematical disposition of the students. The results of this study indicate that the mathematical disposition of SMP Riyadlul Mukhlishien students is divided into three categories, high, medium and low. Students who have mathematical problem-solving abilities in the high mathematical disposition category are able to meet the indicators of mathematical problem-solving abilities well and write them down completely. Students who have mathematical problem-solving abilities in the moderate mathematical disposition category are able to meet the indicators of mathematical problem-solving abilities but do not write them down completely. Students who have mathematical problem-solving abilities in the low mathematical disposition category are less able to meet the indicators of mathematical problem-solving abilities because they do not write them down completely and still experience errors in calculations
Highlights
This study aims to describe students' mathematical problem-solving abilities based on mathematical dispositions at Riyadlul Mukhlishien Middle School
The results of this study indicate that the mathematical disposition of SMP Riyadlul Mukhlishien students is divided into three categories, high, medium and low
Students who have mathematical problem-solving abilities in the high mathematical disposition category are able to meet the indicators of mathematical problem-solving abilities well and write them down completely
Summary
Peneliti melakukan wawancara untuk melengkapi infromasi yang didapat dari hasil tes. Siswa yang memiliki kategori disposisi matematis sedang pada indikator memahami masalah siswa mampu untuk menuliskan yang diketahui dalam soal, namun tidak menuliskan secara lengkap hanya garis besarnya saja, pada indikator merencanakan pemecahannya siswa mampu membuat perencanaan dengan baik sesuai dengan apa yang telah diketahui dalam soal. Siswa yang memiliki kategori disposisi matematis rendah cenderung kurang mampu dalam menyelesaikan permasalahan dalam soal, karena siswa merasa kesulitan dalam memahami soal dengan baik, sehingga siswa tidak menuliskan secara lengkap apa yang diketahuinya dalam soal. Pada indikator menyelesaikan masalah sesuai rencana, siswa yang berdisposisi matematis rendah tidak bisa mengerjakan penyelesaian dengan baik, karena terlihat bahwa jawaban yang telah dikerjakan oleh siswa masih banyak yang tidak tepat akibat kesalahan siswa yang kurang teliti dalam proses perhitungan. Kemudian siswa yang memiliki kategori disposisi matematis sedang, ia mampu menyelesaikan permasalahan dalam soal walaupun kurang maksimal prosesnya karena menuliskan secara umumnya saja. Dari tiga kategori disposisi matematis yang didapat yang memiliki kemampuan pemecahan masalah matematis yang paling baik yaitu kategori disposisi matematis tinggi, karena dapat dilihat bahwa kategori disposisi matematis tinggi yang mampu memenuhi semua indikator kemampuan pemecahan masalah yang diberikan, dengan perolehan skor paling tinggi juga diantara subjek yang lain
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