Analisis Pseudo Komunikasi Matematis Siswa dalam Menyelesaikan Soal Cerita pada Elemen Aljabar Fase F
Keywords:
Algebra, Pseudo-Thinking, Mathematical Communication, Word Problems..Abstract
This study was motivated by the phenomenon that students have limited ability to process information effectively and often exhibit pseudo-thinking when solving mathematical problems. Based on preliminary observations conducted at SMAN 1 Batusangkar, students tended to solve problems through spontaneous, uncontrolled, speculative, and pseudo-thinking processes. Therefore, this study aimed to investigate students' pseudo-thinking processes in mathematical communication while solving word problems in the algebra domain at SMAN 1 Batusangkar. This study employed a qualitative exploratory research design. The participants consisted of 52 students from classes XI F.6 and XI F.7 at SMAN 1 Batusangkar. Data were collected through written tests and interviews. The primary research instrument was the researcher, while the supporting instruments included a mathematical communication test on polynomial topics and an interview guide. In-depth interviews were subsequently conducted with eight selected students. The data were analyzed through data reduction, data presentation, and conclusion drawing, while methodological triangulation was employed to ensure the validity of the findings. The results revealed two types of students' pseudo-thinking processes in mathematical communication when solving word problems in the algebra domain. The first was Procedural Correct Pseudo-Thinking, in which students were able to represent real-life situations using mathematical language or symbols but were unable to explain mathematical ideas and relationships in written form using algebraic expressions or interpret mathematical models in their own words. The second was Conceptual Incorrect Pseudo-Thinking, in which students initially failed to demonstrate appropriate mathematical communication in their written responses but were able to recognize and correct their mistakes after engaging in reflective questioning.
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