Analisis Kesulitan Numerasi Limit Fungsi pada AKM Level 4-6: Dukungan Implementasi SDG 4

Muhammad Anam; Ruly Eko Setiawan; Adinda Syalsabilla Aidha Vedianty; Rani Darmayanti

doi:10.61650/ajme.v1i1.917

Authors

Muhammad Anam SMK Muhammadiyah Pasuruan, Indonesia https://orcid.org/0000-0002-1057-2382
Ruly Eko Setiawan SMK Muhammadiyah Pasuruan, Indonesia https://orcid.org/0000-0002-3208-7740
Adinda Syalsabilla Aidha Vedianty SMK Muhammadiyah Pasuruan, Indonesia https://orcid.org/0000-0002-6717-0747
Rani Darmayanti Universitas Nahdlatul Ulama Pasuruan, Indonesia https://orcid.org/0000-0001-6318-5370

DOI:

https://doi.org/10.61650/ajme.v1i1.917

Keywords:

Numeracy Reasoning, AKM , Limit of Algebraic Functions, Conceptual Understanding

Abstract

Latar belakang penelitian ini adalah adanya kesenjangan fundamental an- tara tuntutan Penalaran Numerasi tingkat tinggi dalam Asesmen Kompetensi Minimum (AKM) Level 4-6 dengan realitas kemampuan siswa SMA dalam me- mahami materi abstrak Limit Fungsi Aljabar, sebuah fondasi krusial bagi kal- kulus. Kondisi ini mengancam upaya pencapaian Tujuan Pembangunan Berke- lanjutan (SDG) 4, yakni menjamin kualitas pendidikan yang inklusif dan mera- ta. Tujuan utama penelitian ini adalah untuk mengidentifikasi, mengklasifika- sikan, dan menganalisis secara mendalam kesulitan spesifik (konseptual, pro- sedural, dan penalaran) yang dihadapi siswa SMA dalam menyelesaikan soal penalaran numerasi AKM Level 4-6 materi limit. Metode yang digunakan ada- lah kualitatif deskriptif, dengan data utama diperoleh dari hasil tes diagnostik dan wawancara semi-terstruktur, dianalisis menggunakan kerangka Analisis Kesalahan Newman untuk mendiagnosis akar masalah. Hasil penelitian uta- ma menunjukkan kesulitan paling dominan adalah Kesulitan Konseptual (45%) dan Penalaran Numerasi (35%), jauh melampaui Kesulitan Prosedural (20%). Secara kognitif, pola kesalahan didominasi oleh Transformation Error (gagal memilih strategi prinsip) dan Encoding Error (gagal menginterpretasikan hasil limit dalam konteks soal), yang mencerminkan kerapuhan konsep. Kesimpul- an dari temuan ini menegaskan bahwa proses pembelajaran di kelas yang ma- sih berorientasi pada hasil dan hafalan rumus (*result-oriented*) menciptakan kesenjangan Pengetahuan Konseptual-Prosedural (Hiebert) yang fundamental, menyebabkan siswa tidak mampu bernalar adaptif. Oleh karena itu, peneliti- an ini mengonfirmasi kebutuhan mendesak akan strategi pembelajaran yang secara eksplisit fokus pada pemahaman makna Limit Fungsi Aljabar.

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