Pengaruh Disposisi Matematis terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMP

Abstract

The ability to solve mathematical problems involves a series of steps to address complex challenges that cannot be resolved through common methods or conventional solutions. Various factors, both cognitive and emotional, influence the development of this skill. Emotionally, students' mathematical disposition—characterized by confidence, curiosity, and perseverance in solving mathematical problems—plays a crucial role. Mathematical disposition reflects an individual's attitude towards mathematics, encompassing a desire to learn, persistence, confidence, and interest in the subject. Some students struggle with non-routine problems that do not align with their previous learning experiences. Additionally, perceiving mathematics as a difficult and intimidating subject can negatively affect students' interest in studying it, suggesting that their mathematical disposition may be low. This research aims to determine whether mathematical disposition influences the problem-solving abilities of eighth-grade students at a public junior high school in Banda Aceh during the 2022/2023 academic year. The study employs a quantitative survey method, focusing on the entire population of eighth-grade students at the school. Samples were randomly selected from four classes using the Slovin formula. The research instruments include a Likert-scale questionnaire and a mathematics test. Data analysis involves simple linear regression with prerequisite tests for normality, linearity, and regression significance. The research results indicate a positive but non-significant influence of mathematical disposition on the problem-solving abilities of eighth-grade students. The correlation coefficient (r =0.22) indicates a weak and non-significant relationship. At the same time, the R-squared value of 0.049 suggests that only 4.9% of the variation in students' mathematical problem-solving abilities can be explained by mathematical disposition, with 95.1% influenced by other factors beyond mathematical disposition.