Gerry Filiestianto, - and Yaya Sukjaya Kusumah, - and Al Jupri, - (2025) POLA KOMBINASI FAKTOR KONTEKSTUAL YANG MEMENGARUHI CAPAIAN NUMERASI SISWA SMA DI JAWA BARAT. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Capaian numerasi didefinisikan sebagai hasil terukur (measurable outcome) dari kompetensi siswa dalam menerapkan pengetahuan matematika untuk memecahkan masalah. Meskipun kompetensi ini esensial, data asesmen berskala besar internasional seperti dari Programme for International Student Assessment (PISA) ataupun berskala nasional seperti Asesmen Nasional Berbasis Komputer (ANBK) Kemdikbud secara konsisten menunjukkan capaian siswa di bidang numerasi masih rendah terkhusus untuk provinsi Jawa Barat, yang merefleksikan interaksi multidimensi yang kompleks antara faktor guru, lingkungan sekolah, dan siswa. Mengingat urgensi masalah tersebut, penelitian ini bertujuan untuk menganalisis keberadaan syarat perlu (necessary condition) bagi siswa yang memperoleh capaian numerasi tinggi, mengidentifikasi pola yang membuat siswa memperoleh capaian numerasi tinggi maupun rendah, serta membuktikan sifat ketidaksetangkupan di antara kedua pola tersebut. Analisis dilakukan menggunakan pendekatan konfigurasi dengan metode fuzzy-set Qualitative Comparative Analysis (fs/QCA) terhadap data sekunder Asesmen Nasional 2024 dari 17 SMA di Provinsi Jawa Barat dengan total 810 siswa sebagai subjek penelitian. Hasil analisis menunjukkan tidak adanya syarat perlu untuk siswa memperoleh capaian numerasi yang tinggi, namun ditemukan dua pola berbeda yang mengarah ke capaian numerasi tinggi, yaitu "Jalur Kesejahteraan Individual" dan "Jalur Iklim Aman yang Mengompensasi". Sebaliknya, untuk capaian numerasi rendah, teridentifikasi dua pola spesifik yang berbeda secara kualitatif, yaitu "Jalur Defisit Dukungan Afektif" dan "Jalur Anomali Kualitas Guru dan Sertifikasi". Temuan ini sekaligus mengonfirmasi prinsip ekuifinalitas (banyaknya pola yang berbeda menuju capaian yang sama) dan kausalitas asimetris (pola penyebab capaian numerasi rendah bukanlah negasi logis dari pola penyebab capaian numerasi tinggi), yang menawarkan wawasan mendalam bagi perumusan kebijakan pendidikan serta penguatan praktik pedagogis dalam memfasilitasi kemampuan penalaran siswa. Numeracy achievement is defined as the measurable outcome of students' competence in applying mathematical knowledge to solve problems. Despite the essential nature of this competence, large-scale international assessment data such as the Programme for International Student Assessment (PISA) or national assessments like the Ministry of Education’s Computer-Based National Assessment (ANBK) consistently indicate that student achievement in numeracy remains low, particularly for West Java province, reflecting complex multidimensional interactions involving teachers, school environments, and students. Given the urgency of this issue, this study aims to analyze the existence of necessary conditions for students who achieve high numeracy achievement, identify patterns that make students achieve high or low numeracy achievement, and verify the asymmetric nature of these patterns. The analysis was conducted using a configurational approach via fuzzy-set Qualitative Comparative Analysis (fs/QCA) on secondary data from the 2024 National Assessment of 17 Senior High Schools in West Java Province, with a total of 810 students as research subjects. The results indicated the absence of any single necessary condition for students to obtain high numeracy achievement; however, two distinct patterns leading to high numeracy achievement were discovered: the "Individual Well-being Pathway" and the "Compensatory Safe Climate Pathway." Conversely, for low numeracy achievement, two qualitatively different specific patterns were identified: the "Affective Support Deficit Pathway" and the "Teacher Quality and Certification Anomaly Pathway." These findings simultaneously confirm the principles of equifinality (the existence of different patterns leading to the same outcome) and causal asymmetry (the pattern of causes for low numeracy achievement is not a logical negation of the pattern of causes for high numeracy achievement), offering deeper insights for educational policy formulation and the strengthening of pedagogical practices in facilitating students' reasoning abilities.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=jWIK6nUAAAAJ&hl=en; ID SINTA Dosen Pembimbing: Yaya Sukjaya Kusumah: 6676817; Al Jupri: 5974523 |
| Uncontrolled Keywords: | capaian numerasi, fs/QCA, ekuifinalitas, kausalitas asimetris, pola kombinasi; numeracy achievement, fs/QCA, equifinality, causal asymmetry, combinational patterns |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2 |
| Depositing User: | Gerry Filiestianto |
| Date Deposited: | 23 Dec 2025 07:11 |
| Last Modified: | 23 Dec 2025 07:11 |
| URI: | http://repository.upi.edu/id/eprint/145889 |
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