MUTIARA NUR QOLBY, HASANUDDIN

PENGARUH KEMAMPUAN PEMECAHAN MASALAH MATEMATIS (PROBLEM-SOLVING SKILLS )TERHADAP KEBERHASILAN SISWA DALAM MATERI LIMIT FUNGSI TRIGONOMETRI DI KELAS XII

Introduction

Pengaruh kemampuan pemecahan masalah matematis (problem-solving skills )terhadap keberhasilan siswa dalam materi limit fungsi trigonometri di kelas xii. Penelitian kuantitatif ini mengungkap pengaruh signifikan kemampuan pemecahan masalah matematis terhadap keberhasilan siswa kelas XII dalam memahami limit fungsi trigonometri.

Abstract

Penelitian ini bertujuan mengidentifikasi sejauh mana kemampuan pemecahan masalah matematis berpengaruh terhadap keberhasilan siswa dalam memahami konsep limit pada fungsi trigonometri di kelas XII. Pendekatan ini menggunakan metode kuantitatif dan survei yang melibatkan 30 siswa yang dipilih sebagai sampel. Adapun teknik dalam pengumpulan data yaiu pemberian intrumen tes dan penyebaran kuesioner. Untuk mengetahui hubungan antara kemampuan pemecahan masalah dan hasil belajar, analisis data dilakukan dengan regresi linier. Hasil penelitian menunjukkan adanya pengaruh yang signifikan dan positif antara kemampuan pemecahan masalah matematis dengan pemahaman siswa terhadap materi limit fungsi trigonometri. Siswa yang terampil dalam menyelesaikan persoalan matematika yang lebih tinggi umumnya menunjukkan pemahaman materi yang lebih kuat, yang terlihat dari perolehan nilai rata-rata dengan tingkat kemampuan pemecahan masalah yang lebih rendah. Temuan ini menegaskan pentingnya penguatan keterampilan mememecahan masalah dalam pembelajaran, terutama pada materi-materi yang bersifat kompleks seperti limit fungsi trigonometri.

Review

This study presents a relevant investigation into the impact of mathematical problem-solving skills on students' success in comprehending trigonometric limits in 12th grade. Utilizing a quantitative survey methodology with a sample of 30 students, the research employed tests and questionnaires for data collection, followed by linear regression analysis. The core finding indicates a significant and positive influence of mathematical problem-solving abilities on students' understanding of this complex mathematical concept. Overall, the paper contributes to the understanding of factors critical for student achievement in advanced mathematics. The research's strength lies in its clear focus on a specific, often challenging, topic within high school mathematics and its direct examination of a crucial cognitive skill. By demonstrating a significant positive correlation between problem-solving skills and conceptual understanding, the study provides empirical evidence that supports the pedagogical emphasis on skill development alongside content delivery. The use of linear regression is appropriate for identifying this relationship, reinforcing the importance of actively integrating and strengthening problem-solving strategies in the mathematics curriculum, particularly for complex subjects like limits. While providing valuable insights, the study could benefit from further refinement and expansion. The sample size of 30 students, though yielding statistically significant results, is relatively small and might limit the generalizability of these findings to a broader student population. Future research with a larger and more diverse sample would enhance the external validity of the conclusions. Furthermore, the phrasing regarding the average scores in the abstract ("yang terlihat dari perolehan nilai rata-rata dengan tingkat kemampuan pemecahan masalah yang lebih rendah") is somewhat ambiguous and could be clarified to explicitly articulate the observed correlation between problem-solving skill levels and corresponding achievement scores. Exploring specific instructional strategies designed to cultivate problem-solving skills and their differential impact on student success would also be a beneficial direction for subsequent research.

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