Analisis Kesalahan Siswa Kelas VIII dalam Menyelesaikan Soal Literasi Matematika Menggunakan Tes Testlet
Authors: Rachma Nur Ayuni Maulidya , Rosnawati Raden 
Published: March 2024

<p><span lang="IN">Literasi matematika merupakan sebuah kemampuan yang berkontribusi besar dalam penyelesaian masalah sehari-hari dengan berbagai konteks. </span><span lang="IN">C</span><span lang="IN">apaian literasi matematika siswa Indonesia masih rendah dan menunjukkan adanya kesulitan siswa dalam menyelesaikan soal literasi matematika dengan indikasi adanya kesalahan siswa dalam mengerjakan soal literasi matematika.</span><span lang="IN"> </span><span lang="IN">Penelitian ini bertujuan untuk </span><span lang="IN">mendeskripsikan persentase kesalahan yang dilakukan siswa dalam menyelesaikan soal literasi matematika menggunakan tes testlet, mendeskripsikan persentase kesalahan pada tiap aspek literasi matematika, dan mendeskripsikan jenis-jenis kesalahan yang dilakukan siswa dalam menyelesaikan soal literasi matematika</span><span lang="IN">. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian ini adalah 153 siswa kelas VIII salah satu SMP di Kecamatan Mlati, Kabupaten Sleman. Hasil penelitian menunjukkan bahwa: (1) Persentase kesalahan yang dilakukan siswa kelas VIII dalam menyelesaikan soal literasi matematika menggunakan tes testlet berkisar antara 1,307%–96,078%; (2) 83,66% dan 59,62% kesalahan dilakukan siswa pada konten aljabar, serta geometri dan pengukuran, pada konteks personal, sosial budaya, dan saintifik masing-masing sebesar 62,75%, 76,78%, dan 75,38%, pada level kognitif <em>knowing</em>, <em>applying</em>, dan <em>reasoning</em> masing-masing sebesar 61,5%, 77%, dan 76,83%; (3) Jenis kesalahan dari yang paling dominan dilakukan adalah kesalahan transformasi sebesar 38%, kesalahan keterampilan proses sebesar 31%, kesalahan penulisan jawaban akhir sebesar 18%, dan kesalahan memahami sebesar 13%.</span></p><p><span lang="IN"><br /></span></p><p><em>Mathematical literacy is an ability that contributes greatly to solving everyday problems with various contexts. Achievement of mathematical literacy of Indonesian students is still low and shows the difficulty of students in solving mathematical literacy problems with an indication of students' errors in solving mathematical literacy problems. This study aims to describe the percentage of errors made by students in solving mathematics literacy problems using testlet test, describe the percentage of errors in eact aspect of mathematics literacy, and describe the types of errors made by students in solving mathematical literacy questions. This type of study is descriptive research with a qualitative approach. The subjects of this research were 153 students in class VIII of one of the junior high schools in Kecamatan Mlati, Kabupaten Sleman. The research results showed that: (1) The percentage of errors made by class VIII students in solving mathematical literacy questions using the testlet test ranged from 1,307%–96,078%; (2) 83,66% errors were made by students in algebra content and 59,62% of errors were made by students in geometry and measurement content, in personal, socio-cultural and scientific contexts, respectively 62,75%, 76,78% and 75,38%, at the cognitive level of knowing, applying, and reasoning respectively 61,5%, 77%, and 76,83%; (3) The most dominant types of errors made were transformation errors at 38%, process skills errors at 31%, errors in writing final answers at 18%, and understanding errors at 13%.</em></p>