Abstract
Reading literacy activities are currently being held by all levels of education. Literacy activities have a positive effect on students in understanding information. The ability to understand information can be realized through mathematical representation, which is one of the main elements in mathematical understanding. This research can help educators in mapping the mathematical representation ability based on the reading interest of students. The purpose of this research is to identify which indicators can be mastered by students who have reading interests at high, medium, and low levels. This research is qualitative. The research subjects were students of the Mathematics Education Department of Ivet University. The data collection procedures used were scale, test, and interview. The instruments of this study were the reading interest scale, mathematical representation ability test, and interview sheets. The data analysis technique of this study adopted data analysis techniques from Miles and Huberman. The conclusions of this study are (1) students with high and medium reading levels have the ability to represent mathematical representations to model and interpret physical, social, and mathematical phenomena; have the ability of mathematical representations to create and use representations to communicate mathematical ideas or concepts; have the ability of mathematical representations in selecting, applying, and translating mathematical representations to solve problems, (2) students with a low reading level have lacked on the ability of mathematical representations to use representations to model and interpret physical, social, and mathematical phenomena, thus it caused them couldn’t mastering the ability of mathematical representations to create and use representations to communicate mathematical ideas or concepts and the ability of mathematical representations to select, apply, and translate mathematical representations to solve problems.
 Keywords: mathematical representation ability, reading interest, geometry.
Highlights
Reading literacy activities are currently being held by all levels of education
The ability to understand information can be realized through mathematical representation, which is one of the main elements in mathematical understanding
This research can help educators in mapping the mathematical representation ability based on the reading interest of students
Summary
Indikator kemampuan representasi matematis yang ke tiga yaitu memilih, menerapkan, dan menerjemahkan representasi matematika untuk memecahkan masalah. Pemilihan Teorema Stewart dari sekian banyak teorema yang ada, ini membuktikan bahwa peserta didik yang mempunyai minat baca tinggi dapat memilih, menerapkan dan menerjemahkan representasi matematis untuk memecahkan masalah. Hal ini didukung oleh penelitian sebelumnya yaitu minat membaca mempunyai hubungan yang linier dengan kemampuan memahami teks (Astuti et al, 2019). Sama halnya dengan peserta didik yang mempunyai minat baca tinggi, peserta didik yang mempunyai minat membaca tingkat sedang juga memiliki kemampuan untuk memilih, menerapkan, menerjemahkan representasi matematis untuk memecahkan masalah. Hal ini menggambarkan bahwa peserta didik yang mempunyai minat membaca tingkat rendah tidak mempunyai kemampuan dalam memilih, menerapkan, dan menerjemahkan representasi matematis untuk memecahkan masalah.
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