Abstract

 


[English]: This study aims to determine the level of lower secondary school students’ ability in solving mathematical word problems and how much both mathematical modelling ability and verbal ability influence the ability to solve word problems in the implementation of Kurikulum 2013 (Curriculum 2013). This study involved 411 students as samples determined by stratified proportional random sampling technique. The test used was declared valid through construct validity and reliability with Cronbach's alpha. Data were analyzed descriptively and inferentially. Descriptively, the students' ability in solving mathematical word problems was classified as medium. Meanwhile, inferentially, results were obtained indicating that: (1) students' verbal ability is significantly influential on the ability to solve word problems by 47.6%; (2) the students’ ability in mathematical modelling is significantly influential on the ability to solve word problems by 84.6%; and (3) students' verbal and mathematical modelling abilities are significantly influential on the ability to solve word problems by 87.8%. This indicates that the increase in students' ability to solve mathematical word problems will be more optimal if the verbal ability and the mathematical modelling ability are considered simultaneously, rather than focusing on one ability only.


 Keywords: Verbal ability, Mathematical modelling, word problems, Curriculum 2013


 [Bahasa]: Penelitian ini bertujuan menentukan tingkat kemampuan siswa SMP menyelesaikan soal cerita matematika dan seberapa besar pengaruh kemampuan membuat model matematika dan verbal terhadap kemampuan menyelesaikan soal cerita pada pelaksaaan kurikulum 2013. Penelitian ini melibatkan 411 siswa sebagai sampel yang ditentukan melalui teknik stratified porposional random sampling. Tes yang digunakan dinyatakan valid melalui uji validitas konstruk dan reliabel dengan Alpha Cronbach. Data dianalisis secara deskriptif dan inferensial. Secara deskriptif, kemampuan siswa dalam menyelesaikan soal cerita matematika masih tergolong sedang. Sedangkan secara inferensial diperoleh hasil bahwa (1) kemampuan verbal siswa berpengaruh secara signifikan terhadap kemampuan menyelesaikan soal cerita, dengan kemampuan verbal 47,6%; 2) kemampuan siswa dalam membuat model matematika berpengaruh secara signifikan terhadap kemampuan menyelesaikan soal cerita, dengan kemampuan membuat model matematika 84,6%; 3) kemampuan verbal dan membuat model matematika siswa berpengaruh secara signifikan terhadap kemampuan menyelesaikan soal cerita, dengan kemampuan verbal dan membuat model matematika sebesar 87,8%. Hal ini mengindikasikan bahwa peningkatan kemampuan siswa dalam menyelesaikan soal cerita matematika akan lebih optimal jika kemampuan verbal dan kemampuan membuat model matematika diperhatikan secara bersamaan dibandingkan hanya fokus pada salah satu kemampuan saja.


Kata kunci : Kemampuan verbal, Model matematika, Soal cerita, Kurikulum 2013