Analisis Proses Berpikir Mahasiswa Dalam Menyelesaikan Masalah Geometri Ruang Berdasarkan Taksonomi Solo

Irma Ayuwanti; Nina Ikhwati Wahidah; Astri Setyawati

doi:10.31004/cendekia.v10i3.5433

Irma Ayuwanti Universitas Nahdlatul Ulama Lampung
Nina Ikhwati Wahidah Universitas Nahdlatul Ulama Lampung
Astri Setyawati Universitas Nahdlatul Ulama Lampung

DOI: https://doi.org/10.31004/cendekia.v10i3.5433

Keywords: Proses Berpikir, Geometri Ruang, Taksonomi SOLO, Mahasiswa, Pemecahan Masalah

Abstract

Geometri ruang merupakan salah satu materi penting dalam pendidikan matematika, namun banyak calon guru matematika masih mengalami kesulitan dalam menghubungkan konsep-konsep geometri ketika menyelesaikan masalah geometri ruang. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan proses berpikir mahasiswa dalam menyelesaikan masalah geometri ruang berdasarkan Taksonomi SOLO. Penelitian ini menggunakan desain penelitian deskriptif kualitatif dengan melibatkan delapan mahasiswa Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nahdlatul Ulama Lampung yang dipilih menggunakan teknik purposive sampling. Instrumen penelitian berupa lima soal uraian geometri ruang yang telah divalidasi oleh ahli dan diuji coba sebelum digunakan. Data dikumpulkan melalui tes tertulis dan dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa lima mahasiswa (62,5%) berada pada level Multistructural dan tiga mahasiswa (37,5%) berada pada level Relational. Mahasiswa pada level Multistructural mampu menggunakan beberapa konsep, tetapi belum mampu menghubungkannya secara logis, sedangkan mahasiswa pada level Relational telah mampu mengintegrasikan berbagai konsep, namun belum dapat melakukan generalisasi. Penelitian ini menyimpulkan bahwa proses berpikir mahasiswa calon guru matematika dalam menyelesaikan masalah geometri ruang masih didominasi oleh level Multistructural. Oleh karena itu, pembelajaran geometri ruang perlu dirancang untuk memfasilitasi mahasiswa dalam menghubungkan dan mengintegrasikan berbagai konsep matematika sehingga mampu mencapai tingkat berpikir yang lebih tinggi sesuai dengan Taksonomi SOLO.

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