Analisis Kemampuan Pemecahan Masalah Matematis pada Program Linear ditinjau berdasarkan Kemandirian Belajar Siswa SMA

Abstract

The objective of this study was to describe students’ mathematical problem-solving skills on linear programming material in terms of high, moderate, and low self-regulated learning at the senior high school level. Descriptive qualitative is the method use in this study. This research’s instruments are self-regulated questioner, linear-program materials test, and interviews. With 3 students as research subjects to represent self-regulated learning students high, moderate, and low. The selection of subjects with high, moderate, and low self-regulated learning was based on the Wright Map table analysis using the Rasch model. Selected subjects were given a problem-solving skills test of linear programming material and interviews to analyze students’ problem-solving skills. Data analysis techniques are used for data collecting, data reduction, data presentation, and deduction drawing. The results obtained that students who had high self-regulated learning had the best problem-solving skills compared to those who had moderate and low self-regulated learning. Students with high selfregulated learning could fulfill 4 indicators of problem-solving skills very well and got a maximum score. Meanwhile, students with moderate and low self-regulated learning only met 3 indicators of problem-solving skills and the scores obtained were not optimal.