The Problem Posing Ability of Student in Class IX on Cylinder Using Oil Context
DOI:
https://doi.org/10.35706/sjme.v10i1.13213Keywords:
Problem Posing, Cylinder, Context of OilAbstract
Abstract
This study aims to describe the problem-posing abilities of ninth-grade students on the topic of cylinders using an oil context. A descriptive qualitative approach was conducted at SMP Negeri 10 Prabumulih with three students representing high, medium, and low academic levels. Data were collected through a problem-posing test and interviews, analyzed using data collection, reduction, presentation, and conclusion drawing techniques. The results showed that students’ problem-posing abilities varied across ability levels. High-ability students demonstrated flexibility in generating problems, used logical strategies, and drew conclusions relevant to the context. Medium-ability students were able to create new problems but still relied on familiar examples, while low-ability students experienced difficulties in formulating problems and performing calculations accurately. Indicators such as flexibility, originality, strategy use, argument analysis, and conclusion drawing were found to be interconnected. The use of the oil context increased students’ motivation because it was close to their daily experiences. However, real-life contexts alone did not ensure originality without teacher guidance. This study recommends integrating local contexts into problem-posing instruction to enhance students’ creativity, numeracy skills, and higher-order thinking abilities.
ABSTRAK
Penelitian ini bertujuan untuk mendeskripsikan kemampuan problem posing peserta didik kelas IX pada materi tabung dengan menggunakan konteks minyak. Penelitian ini menggunakan pendekatan deskriptif kualitatif yang dilaksanakan di SMP Negeri 10 Prabumulih dengan tiga subjek yang mewakili kemampuan akademik tinggi, sedang, dan rendah. Data dikumpulkan melalui tes kemampuan problem posing dan wawancara, kemudian dianalisis melalui tahap pengumpulan, reduksi, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan problem posing peserta didik bervariasi. Peserta didik berkemampuan tinggi mampu membuat soal dengan fleksibilitas, menggunakan strategi penyelesaian yang logis, serta menarik kesimpulan sesuai konteks. Peserta didik berkemampuan sedang dapat membuat soal baru namun masih bergantung pada contoh yang familiar, sementara peserta didik berkemampuan rendah mengalami kesulitan merumuskan soal dan melakukan perhitungan secara tepat. Indikator kemampuan seperti fleksibilitas, orisinalitas, strategi penyelesaian, analisis argumen, dan penarikan kesimpulan saling berkaitan. Penggunaan konteks minyak meningkatkan motivasi belajar karena dekat dengan kehidupan sehari-hari peserta didik. Namun, konteks nyata saja tidak menjamin munculnya orisinalitas tanpa bimbingan guru. Penelitian ini merekomendasikan integrasi konteks lokal dalam pembelajaran problem posing untuk meningkatkan kreativitas, literasi numerasi, dan kemampuan berpikir tingkat tinggi peserta didik.
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