ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS BERDASARKAN TEORI POLYA DITINJAU DARI KEMAMPUAN LITERASI DIGITAL PESERTA DIDIK

HESTI, RANTIKA (2025) ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS BERDASARKAN TEORI POLYA DITINJAU DARI KEMAMPUAN LITERASI DIGITAL PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kelemahan peserta didik dalam memecahkan masalah adalah lemahnya pada menganilisis soal, kurang teliti dalam pengerjaannya, dan memeriksa kembali soal yang telah kita kerjakan. Subjek yang diambil dalam penelitian ini sebanyak 3 orang. Metode pengumpulan data yang digunakan dalam penelitian ini adalah tes, angket, dan dokumentasi. Data yang diperlukan diperoleh melalui tes pemecahan masalah matematis, dan angket yang telah diuji terlebih dahulu melalui uji pendapat validator, data tes angket literasi digital telah baku tanpa diuji cobakan oleh pendapat validator. Teknik analisis data yaitu meliputi (1) reduksi data, (2) pemaparan data, dan (3) penarikan kesimpulan serta digunakan triangulasi waktu. Hasil penelitian ini menunjukkan bahwa yaitu pada Subjek HD memiliki kemampuan pemecahan masalah pada kategori tinggi yang mampu mencapai empat indikator kemampuan pemecahan masalah berdasarkan teori Polya. Kemudian Subjek ST memiliki kemampuan pemecahan masalah kategori sedang yang mampu mencapai tiga indikator kemampuan pemecahan masalah berdasarkan teori Polya. Kemudian subjek IF memiliki kemampuan pemecahan masalah pada kategori rendah yang hanya mampu mencapai dua saja yaitu indikator kemampuan pemecahan masalah berdasarkan teori Polya. Kata Kunci: Kemampuan Pemecahan Masalah Matematis, Kemampuan Literasi Digital iii ABSTRACT The weaknesses of students in solving problems are their weaknesses in analyzing questions, being less careful in working on them, and re checking the questions that we have worked on. The subjects taken in this study were 3 people. The data collection methods used in this study were tests, questionnaires, and documentation. The required data were obtained through mathematical problem-solving tests, and questionnaires that had been tested in advance through validator opinion tests, digital literacy questionnaire test data had been standardized without being tested by validator opinions. Data analysis techniques include (1) data reduction, (2) data presentation, and (3) drawing conclusions and time triangulation was used. The results of this study indicate that Subject HD has problem-solving abilities in the high category which are able to achieve four indicators of problem-solving abilities based on Polya's theory. Then Subject ST has moderate problem-solving abilities which are able to achieve three indicators of problem-solving abilities based on Polya's theory. Then Subject IF has problem-solving abilities in the low category which are only able to achieve two, namely indicators of problem solving abilities based on Polya's theory. Keywords: Mathematical Problem Solving Ability, Digital Literacy Ability. Keywords: realistic mathematical education, mathematical communication skills, self-efficacy

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