Electronic Theses and Dissertation

Siswa diharapkan memiliki kemampuan pemecahan masalah matematis yang baik pada pembelajaran matematika. Namun, berdasarkan hasil observasi awal menunjukkan bahwa kemampuan pemecahan masalah matematis siswa pada materi lingkaran masih rendah. Salah satu faktor yang mempengaruhi kemampuan pemecahan masalah matematis adalah gaya belajar. Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematis siswa yang memiliki gaya belajar visual, verbal, auditori, dan kinestetik pada materi lingkaran. Penelitian ini merupakan penelitian kualitatif dengan jenis eksplorasi. Subjek penelitian ini dipilih 9 dari 24 orang siswa kelas IX E di MTsS Al-Manar yang terdiri dari: 3 subjek bergaya belajar visual (kemampuan tinggi, kemampuan sedang, kemampuan rendah), 2 subjek bergaya belajar verbal (kemampuan tinggi, kemampuan rendah), 1 subjek yang bergaya belajar auditori yakni auditori berkemampuan rendah, serta 3 subjek bergaya belajar kinestetik (kemampuan tinggi, kemampuan sedang, dan kemampuan rendah). 9 subjek tersebut diambil berdasarkan angket gaya belajar, dan tes kemampuan pemecahan masalah matematis, serta pengumpulan data kualitatif dilaksanakan melalui wawancara. Analisis data dilakukan melalui tahap reduksi data, penyajian data, penarikan kesimpulan, serta pengujian keabsahan data melalui triangulasi waktu. Hasil dari penelitian ini menunjukkan bahwa subjek yang memiliki gaya belajar visual dan verbal, mampu untuk mengidentifikasi fakta melalui tahap read and think, serta subjek mampu mengatur informasi yang didapat dari soal melalui tahap explore and plan. Subjek yang bergaya belajar auditori, subjek tersebut hanya mampu untuk mengidentifikasi fakta yang ada di soal melalui tahapan read and think. Subjek yang mempunyai gaya belajar kinestetik, subjek tersebut tidak mampu untuk memenuhi satu tahapan pun, yaitu tahap kemampuan pemecahan masalah matematis yang terdiri dari: read and think, explore and plan, select a strategy, find an answer, dan reflect and extend. Implikasi dari penelitian ini diharapkan kepada guru dapat memberi bantuan secara maksimal baik berupa metode ataupun media pembelajaran yang sesuai dengan gaya belajar siswa, agar mendapatkan kemampuan pemecahan masalah matematis siswa yang baik.

Students are expected to have good mathematical problem solving skills in learning mathematics. However, based on the results of initial observations, it showed that students' mathematical problem solving abilities in circle material were still low. One of the factors that influence the ability to solve mathematical problems is learning style. This study aims to analyze the mathematical problem solving abilities of students who have visual, verbal, auditory, and kinesthetic learning styles in circle material. This research is a qualitative research with exploratory type. The subjects of this study were selected 9 out of 24 students of class IX E at MTsS Al-Manar consisting of: 3 visual learning style subjects (high ability, medium ability, low ability), 2 verbal learning style subjects (high ability, low ability), 1 subject with an auditory learning style, namely low ability auditory, and 3 subjects with a kinesthetic learning style (high ability, medium ability, and low ability). The 9 subjects were taken based on a learning style questionnaire, and tests of mathematical problem solving skills, as well as qualitative data collection was carried out through interviews. Data analysis was carried out through the stages of data reduction, data presentation, drawing conclusions, and testing the validity of the data through time triangulation. The results of this study indicate that subjects who have visual and verbal learning styles are able to identify facts through the read and think stage, and subjects are able to organize information obtained from questions through the explore and plan stage. Subjects with an auditory learning style, the subject is only able to identify the facts in the problem through the stages of reading and thinking. Subjects who have a kinesthetic learning style, the subject is unable to fulfill even one stage, namely the stage of mathematical problem solving ability which consists of: read and think, explore and plan, select a strategy, find an answer, and reflect and extend. The implications of this research are that it is hoped that teachers can provide maximum assistance in the form of learning methods or media that are appropriate to student learning styles, in order to get good students' mathematical problem solving skills.