Analisis Kesalahan Siswa Madrasah Tsanawiyah Dalam Menyelesaikan Soal Numerasi

Numeracy is an essential competency that requires students to understand quantitative information, apply mathematical concepts, and make decisions based on real-life situations. This study aimed to describe the difficulties experienced by students at Islamic junior secondary schools (Madrasah Tsanawiyah, MTs) in Jambi City when solving numeracy problems. A descriptive qualitative approach was employed, involving 25 eighth-grade students selected through purposive sampling. Data were collected using five contextual numeracy problems covering percentages, statistics, proportional reasoning, plane geometry, and numerical decision-making, together with classroom observations and semi-structured interviews involving six students and two mathematics teachers. The data were analyzed through data reduction, data display, and conclusion drawing, with findings corroborated through triangulation. The results showed that the students’ mean score was 54.4, with 52% falling into the low and very low categories. The predominant difficulties involved understanding problem contexts (72%), mathematical modeling (64%), interpreting results in context (60%), and calculation procedures (48%). Numerical decision-making problems had the lowest completion rate (18%), whereas percentage problems had the highest completion rate (68%). Interview findings indicated that limited practice with non-routine contextual problems and constraints on instructional time were associated with these difficulties. Therefore, mathematics instruction should incorporate contextual numeracy problems more regularly and encourage students to explain their solution steps and interpret results in context. ABSTRAK Numerasi merupakan kompetensi penting yang menuntut siswa memahami informasi kuantitatif, menggunakan konsep matematika, dan mengambil keputusan berdasarkan situasi nyata. Penelitian ini bertujuan mendeskripsikan bentuk kesulitan siswa Madrasah Tsanawiyah (MTs) di Kota Jambi dalam menyelesaikan soal numerasi. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan 25 siswa kelas VIII yang dipilih secara purposif. Data dikumpulkan melalui lima soal numerasi kontekstual yang mencakup persentase, statistika, penalaran proporsional, geometri bidang datar, dan pengambilan keputusan numerik, serta observasi kelas dan wawancara semi-terstruktur terhadap enam siswa dan dua guru matematika. Analisis dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan pemeriksaan silang melalui triangulasi. Hasil penelitian menunjukkan skor rata-rata siswa sebesar 54,4, dengan 52% berada pada kategori rendah dan sangat rendah. Kesulitan yang dominan meliputi pemahaman konteks soal (72%), pemodelan matematis (64%), interpretasi hasil (60%), dan prosedur perhitungan (48%). Soal pengambilan keputusan numerik memiliki ketuntasan terendah (18%), sedangkan soal persentase mencapai ketuntasan 68%. Temuan wawancara mengindikasikan bahwa minimnya latihan soal kontekstual nonrutin dan keterbatasan waktu pembelajaran berkaitan dengan kondisi tersebut. Oleh karena itu, pembelajaran matematika perlu memperbanyak latihan kontekstual dan membiasakan siswa menjelaskan langkah penyelesaian serta menafsirkan hasil sesuai konteks.