WIDIA NUR JANNAH, - and Tatang Herman, - and Mubiar Agustin, - and Vismaia S. Damaianti, - (2025) INTERNALISASI LITERASI SOAL CERITA DALAM KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK DI SEKOLAH DASAR KOTA CIREBON: studi fenomenologi literasi soal cerita dalam memecahkan masalah matematis di kelas iv sekolah dasar Kota Cirebon. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Penelitian ini menganalisis bagaimana literasi soal cerita terinternalisasi dalam cara berpikir siswa serta implikasinya terhadap kemampuan pemecahan masalah matematika di kelas IV Sekolah Dasar Kota Cirebon. Penelitian kualitatif, pendekatan fenomenologi ini dilaksanakan di tiga Sekolah Penggerak (SDN SM, KM, PL) dengan partisipan guru kelas IV dan siswa terpilih secara purposif. Data dikumpulkan melalui observasi pembelajaran, wawancara mendalam, dan dokumentasi (soal cerita buatan guru, lembar jawab siswa), kemudian dianalisis dengan reduksi, penyajian, dan penarikan kesimpulan induktif disertai triangulasi sumber dan teknik. Hasil penelitian: (1) siswa mengalami kesulitan pada semua tahapan Newman, siswa kerap keliru menangkap kata kunci seperti “masingmasing”, “beberapa”, dan “dibagikan habis”; tidak menulis Diketahui, Ditanyakan, Model; belum menghubungkan representasi ke persamaan; memilih operasi tanpa alasan; serta menutup jawaban tanpa satuan dan tanpa pemeriksaan kewajaran; (2) hambatan didaktis muncul dari bahasa soal yang bertele-tele, ilustrasi yang dekoratif, asumsi yang tidak ditanyakan, konteks yang tidak familier, serta minimnya scaffolding; (3) praktik pedagogis guru belum sepenuhnya menautkan aspek linguistik, kontekstual, dan numerik sehingga internalisasi bersifat parsial; (4) kemampuan pemecahan masalah siswa bervariasi pada tingkat rendah, sedang, dan tinggi, dipengaruhi oleh kualitas internalisasi literasi. Grand theory penelitian mengacu pada sosiokultural Vygotsky (scaffolding dan mediasi bahasa). Teori Situasi Didaktis Brousseau untuk membaca pengalaman belajar siswa. Pada tingkat operasional, penelitian memakai langkah Polya, memetakan kesulitan dengan tahapan Newman. Kebaruan riset ini ada pada model analisis terpadu yang memadukan empat teori: Vygotsky (peran guru/ZPD), Polya (langkah kerja), Newman (titik gagal), dan Teori Situasi Didaktis (dinamika kelas). Melalui gabungan ini, mutu bahasa soal dan cara guru memberi dukungan dihubungkan dengan jejak internalisasi pada karya siswa kelas IV. Jejak yang ditelaah meliputi kejelasan Diketahui, Ditanyakan, Model, ketepatan representasi dan persamaan, alasan memilih operasi, konsistensi satuan, serta uji kewajaran. This study analyzes how story problem literacy is internalized in students' thinking and its implications for mathematical problem-solving abilities in fourth-grade elementary schools in Cirebon City. This qualitative research, with a phenomenological approach, was conducted in three Driving Schools (SDN SM, KM, PL) with fourth-grade teachers and students selected purposively as participants. Data were collected through learning observations, in-depth interviews, and documentation (teacher-made story problems, student answer sheets), then analyzed by reduction, presentation, and inductive conclusion drawing accompanied by triangulation of sources and techniques. The results of the study: (1) students experienced difficulties at all Newman stages, students often misunderstood keywords such as "each", "some", and "divided evenly"; did not write Known, Asked, Model; had not connected representations to equations; chose operations without reason; and closed answers without units and without checking reasonableness; (2) didactic obstacles arose from wordy question language, decorative illustrations, unquestioned assumptions, unfamiliar contexts, and minimal scaffolding; (3) teachers' pedagogical practices have not fully linked linguistic, contextual, and numerical aspects so that internalization is partial; (4) students' problem-solving abilities vary at low, medium, and high levels, influenced by the quality of literacy internalization. The research grand theory refers to Vygotsky's sociocultural (scaffolding and language mediation). Brousseau's Didactic Situation Theory to read students' learning experiences. At the operational level, the research uses Polya's steps, mapping difficulties with Newman's stages. The novelty of this research lies in the integrated analysis model that combines four theories: Vygotsky (teacher role/ZPD), Polya (work steps), Newman (failure point), and Didactic Situation Theory (class dynamics). Through this combination, the quality of the question language and the teacher's way of providing support are linked to traces of internalization in the work of fourth-grade students. The traces examined include the clarity of Known, Asked, Model, accuracy of representation and equations, reasons for choosing operations, consistency of units, and reasonableness tests.
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| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | ID SINTA Dosen Pembimbing Tatang Herman: 5986217 Mubiar Agustin: 6128201 Vismaia S. Damaianti: 5993885 |
| Uncontrolled Keywords: | internalisasi, literasi soal cerita, pemecahan masalah internalization, story literacy, problem solving |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education Q Science > QA Mathematics |
| Divisions: | Fakultas Ilmu Pendidikan > Pendidikan Dasar - S3 |
| Depositing User: | Muhammad Haidar |
| Date Deposited: | 05 Nov 2025 02:06 |
| Last Modified: | 05 Nov 2025 02:06 |
| URI: | http://repository.upi.edu/id/eprint/144988 |
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