PROSES PEMECAHAN MASALAH MATEMATIS SISWA SMP BERDASARKAN MODEL KRULIK DAN RUDNICK DITINJAU DARI TIPE KEPRIBADIAN KEIRSEY

LOEDYA, PRAYOGI (2026) PROSES PEMECAHAN MASALAH MATEMATIS SISWA SMP BERDASARKAN MODEL KRULIK DAN RUDNICK DITINJAU DARI TIPE KEPRIBADIAN KEIRSEY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan pemecahan masalah matematis siswa Indonesia masih cukup rendah, oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan proses pemecahan masalah matematis siswa SMP berdasarkan model Krulik dan Rudnick ditinjau dari tipe kepribadian Keirsey. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas delapan siswa kelas VIII SMPN 12 Bandar Lampung yang dipilih secara purposive berdasarkan keterwakilan empat tipe kepribadian Keirsey, yaitu guardian, artisan, rational, dan idealist. Data dikumpulkan melalui angket tipe kepribadian, tes pemecahan masalah matematis, observasi nonpartisipatif, dan wawancara mendalam. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan dengan bantuan software MAXQDA untuk mengorganisasi dan mengode data hasil wawancara, sedangkan keabsahan data diperoleh melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa proses pemecahan masalah matematis siswa berbeda pada setiap tipe kepribadian Keirsey dalam tahapan model Krulik dan Rudnick. Siswa dengan tipe guardian cenderung mengikuti langkah-langkah secara sistematis namun kurang fleksibel dalam memilih strategi. Siswa tipe artisan lebih cepat dalam mencoba strategi tetapi kurang teliti dalam tahap evaluasi. Siswa tipe rational mampu merancang strategi yang efektif dan melakukan analisis secara mendalam. Sementara itu, siswa tipe idealist menunjukkan pemahaman yang baik terhadap masalah, namun terkadang kurang optimal dalam menyelesaikan perhitungan. Berdasarkan temuan tersebut, dapat disimpulkan bahwa tipe kepribadian Keirsey menunjukkan karakteristik proses pemecahan masalah matematis yang berbeda pada setiap tahapan model Krulik dan Rudnick. Oleh karena itu, guru diharapkan dapat mempertimbangkan karakteristik kepribadian siswa dalam merancang pembelajaran agar proses pemecahan masalah dapat berkembang secara optimal. ABSTRACT Indonesian students' mathematical problem-solving ability is still relatively low. Therefore, this study aims to describe the mathematical problem-solving process of junior high school students based on the Krulik and Rudnick model in terms of Keirsey personality types. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of eight eighth-grade students of SMPN 12 Bandar Lampung selected through purposive sampling based on the representation of four Keirsey personality types, namely guardian, artisan, rational, and idealist. Data were collected through personality type questionnaires, mathematical problem-solving tests, non-participant observations, and in-depth interviews. Data analysis was conducted through data reduction, data display, and conclusion drawing using MAXQDA software to organize and code interview data, while data validity was ensured through technique triangulation. The results showed that students' mathematical problem-solving processes differed across each Keirsey personality type at the stages of the Krulik and Rudnick model. Guardian-type students tended to follow problem-solving steps systematically but were less flexible in selecting strategies. Artisan-type students were quicker in trying strategies but less careful during the evaluation stage. Rational-type students were able to design effective strategies and conduct in-depth analyses. Meanwhile, Idealist-type students demonstrated a good understanding of problems but were sometimes less optimal in performing calculations. Based on these findings, it can be concluded that each Keirsey personality type exhibits distinct characteristics in the mathematical problem-solving process at every stage of the Krulik and Rudnick model. Therefore, teachers are expected to consider students' personality characteristics when designing learning activities to optimize the development of mathematical problem-solving skills.

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