Analisis Kemampuan Numerasi Matematis Operasi Hitung Aljabar Peserta Didik Ditinjau dari Tingkat Self-Awareness

Abstract

This study addresses the pressing issue of low mathematical numeracy among Indonesian students, particularly in algebraic operations, as reflected in national and international assessments. The research aims to analyze the mathematical numeracy abilities of junior high school students in algebraic operations in relation to their levels of self-awareness. Employing a qualitative descriptive approach, the study was conducted with eighth-grade students at MTs Sindangraja, Tasikmalaya. Data were collected through standardized essay-based numeracy tests, a self-awareness questionnaire, and semi-structured interviews. Three students were purposively selected to represent high, moderate, and low self-awareness categories, determined by questionnaire scores. The analysis revealed a clear correlation between self-awareness and numeracy skills: students with high self-awareness demonstrated comprehensive understanding of algebraic concepts, accuracy in mathematical procedures, and strong reflective problem-solving abilities; those with moderate self-awareness were able to perform mathematical operations procedurally but lacked depth in reasoning and reflection; while students with low self-awareness faced significant difficulties in all aspects, often relying on mechanical strategies without meaningful evaluation of their results. The findings underscore the importance of integrating self-awareness development into mathematics education to foster not only cognitive skills but also reflective and independent learning. This research highlights the need for holistic instructional strategies that address both cognitive and affective domains to enhance mathematical numeracy outcomes among students.