Profil Kemampuan Numerasi Siswa Ditinjau dari Self-Confidence

Abstract

Penelitian ini bertujuan untuk menganalisis kecakapan numerasi matematis siswa dikaji dari tingkat self-confidence. Penelitian ini menggunakan pendekatan kualitatif deskriptif melalui teknik pengumpulan data dengan interview semi-terstruktur, tes, dan dokumentasi. Subjek penelitian terdiri dari siswa kelas VII berjumlah 30 orang. Hasil pengisian kuisioner self-confidence, subjek dikelompokkan berdasarkan kategori self-confidence rendah, sedang, dan tinggi. Tiap-tiap kategori diambil satu siswa sebagai responden dengan purposive sampling. Analisis data dilakukan dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan self-confidence tinggi dapat mengerjakan soal numerasi dengan strategi yang efektif, lengkap, dan percaya diri. Siswa dengan self-confidence sedang cenderung ragu dalam mengambil keputusan saat menghadapi soal yang lebih kompleks yang berakibat kurang yakin menggunakan konsep. Siswa self-confidence rendah menunjukkan kecenderungan menghindar dan kurang yakin terhadap kemampuannya sendiri. Siswa kategori rendah tidak mampu menemukan konsep dan menerapkannya dalam masalah. Self-confidence terbukti memengaruhi pemahaman, keberanian mencoba, dan konsistensi strategi penyelesaian soal numerasi. Implikasi dari penelitian ini menunjukkan pentingnya pendekatan pembelajaran yang mendukung penguatan self-confidence siswa dalam belajar matematika.

Kata Kunci:

Matematika; Numerasi; Self-Confidence

Profile of Students' Numeracy Skills Reviewed from Self-Confidence

ABSTRACT

From the standpoint of self-assurance, this research sought to evaluate students' mathematical numeracy abilities. The data collection methods employed in this descriptive qualitative study included documentation, tests, and semi-structured interviews. Thirty-seventh-grade pupils made up the study group. After completing the self-assurance questionnaire, the participants were classified into high, medium, and low self-assurance levels. Each category was taken by one student as a respondent with purposive sampling. Data analysis involved the processes of data reduction, data presentation, and conclusion. The results showed that students with high self-assurance may employ successful, comprehensive, and assured tactics to numerical challenges. Students who have a moderate amount of self-assurance were often hesitant to make choices when faced with more complex problems, that result in less confidence in using concepts. Students with low self-confidence showed a tendency to avoid and lack confidence in their own abilities. Low-category students were not able to find concepts and apply them to problems. Self-confidence has been shown to affect understanding, courage to try, and consistency in numeracy problem-solving strategies. The implications of this study show the importance of a learning approach that supports strengthening students' confidence in learning mathematics.