Analisis Komparatif Proses Pemahaman Masalah Siswa SMP dalamPemodelan Matematika Berdasarkan Gender
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Pemodelan matematika menuntut siswa memahami permasalahan secara mendalam sebelum menyusun model, namun praktik pembelajaran masih menekankan langkah prosedural sehingga tahap memahami masalah (understanding) kurang mendapat perhatian, dan kondisi ini berpotensi berbeda antara siswa laki -laki dan perempuan mengingat adanya perbedaan karakteristik kognitif di antara keduanya. Penelitian ini bertujuan mendeskripsikan proses pemahaman masalah siswa SMP kelas VII pada tahap awal pemodelan matematika materi aljabar ditinjau dari gender. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif, melibatkan enam subjek siswa kelas VII SMP Negeri 3 Kedungwaru yang terdiri atas tiga siswa laki -laki dan tiga siswa perempuan mewakili kategori kemampuan matematis tinggi, sedang, dan rendah, yang dipilih menggunakan teknik purposive sampling berdasarkan nilai Sumatif Tengah Semester. Data dikumpulkan melalui soal pemodelan matematika dan wawancara semi terstruktur; instrumen dinyatakan valid berdasarkan penilaian ahli (guru dan dosen), sedangkan keabsahan data diperkuat melalui triangulasi metode dengan membandingkan hasil tes dan wawancara. Data dianalisis menggunakan model interaktif Miles dan Huberman meliputi reduksi data, penyajian data, dan penarikan kesimpulan, mengacu pada empat sub-kompetensi understanding menurut Maaß, yaitu sense-making, recognizing quantities, simplifying, dan making assumptions. Temuan menunjukkan adanya kecenderungan perbedaan pola proses pemahaman masalah antara subjek laki-laki dan perempuan dalam konteks penelitian ini. Penelitian ini memberikan gambaran mendalam mengenai bagaimana gender berkaitan dengan variasi proses kognitif pada tahap awal pemodelan matematika, sehingga dapat menjadi pertimbangan awal dalam perancangan pembelajaran yang responsif terhadap kebutuhan siswa.
Comparative Analysis of Junior High School Students' Problem Comprehension Process in Mathematical Modeling Based on Gender
Abstract
Mathematical modeling requires students to comprehend problems in depth before constructing a model; however, classroom practice still emphasizes procedural steps, leaving the understanding stage insufficiently addressed, a condition that may differ between male and female students given documented differences in their cognitive characteristics. This study aims to describe the problem comprehension process of seventh -grade junior high school students at the initial stage of mathematical modeling on algebra material, viewed from a gender perspective. A qualitative approach with a descriptive design was employed, involving six seventh-grade students at SMP Negeri 3 Kedungwaru, consisting of three male and three female students representing high, moderate, and low mathematical ability categories, selected through purposive sampling based on Mid-Semester Summative Assessment scores. Data were collected through mathematical modeling problems and semi-structured interviews; the instruments were declared valid based on expert judgment (teachers and lecturers), while data trustworthiness was strengthened through methodological triangulation comparing test results with interview transcripts. Data were analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing, guided by Maaß's four sub-competencies of the understanding stage, namely sense-making, recognizing quantities, simplifying, and making assumptions. The findings indicate a tendency toward differing patterns of problem comprehension between the male and female subjects within the context of this study. This study offers an in-depth account of how gender relates to variation in cognitive processes at the initial stage of mathematical modeling, which may serve as an initial consideration in designing instruction responsive to students' needs.
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