Analisis Komparatif Kesalahan Kognitif dan Penalaran Matematis Siswa pada Soal PISA Level 6
Published:
2026-06-11Downloads
Abstract
This research is motivated by the crucial issue of declining Indonesian PISA scores in 2022, which
raises the urgency to evaluate and understand the disparity in mathematical literacy skills across
educational levels. The purpose of this study is to comparatively analyze the cognitive error profiles
and mathematical reasoning of junior high and senior high school students in Makassar in solving
mathematical literacy problems equivalent to PISA Level 6. This study uses a qualitative
descriptive method through a comparative case study design. The research subjects consisted of
ninth-grade students from two public junior high schools and tenth-grade students from one public
senior high school in Makassar City. Data were collected using a written essay test instrument
that adapted the PISA 2022 framework for the content of Quantity, Uncertainty and Data, and
Change and Relationships. The written data were then analyzed using a modified Newman Error
Analysis procedure. The results highlight significant ability disparities and several cognitive
problems: (1) at the junior high school level, students tend to stall and make literal errors at the
comprehension and transformation stages; (2) At the high school level, although there is progress
in average conceptual understanding, students experience stagnation in critical data literacy
evaluation competencies. This finding leads to the conclusion that the pattern of students' written
errors indicates the fossilization of misconceptions, where errors in mathematical understanding
are not corrected and continue to be carried over from elementary to secondary education.
Keywords:
Comparative Study Mathematical Literacy Mathematical Reasoning Newman Error Analysis PISA Level 6References
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