Profil Literasi Matematis Peserta Didik SMP Ditinjau dari Diverger, Assimilator, Converger, dan Accommodator Kolb

Abstract

Mathematical literacy is a critical competency for 21st-century learners, essential for academic success and real-life problem solving. However, Indonesian students’ mathematical literacy remains low, as evidenced by the 2018 PISA results, with widespread challenges in formulating problems, applying mathematical concepts, and interpreting or evaluating solutions. This study aims to describe the mathematical literacy profiles of junior high school students based on Kolb’s four learning styles—Diverger, Assimilator, Converger, and Accommodator—at SMP Negeri 21 Tasikmalaya. Employing a descriptive qualitative approach, data were collected through the Kolb Learning Style Inventory, written mathematical literacy tests focused on systems of linear equations in two variables, and in-depth interviews. The findings reveal significant variations in students’ mathematical literacy performance aligned with their learning styles. Students with Assimilator and Converger styles demonstrated the most comprehensive mastery across all indicators—problem formulation, mathematical application, solution interpretation, and solution evaluation—exhibiting systematic and logical thinking. Diverger and Accommodator students excelled in problem formulation and mathematical modeling but encountered difficulties in interpreting and evaluating solutions, often relying on intuition and concrete experiences. These results underscore the non-homogeneous development of mathematical literacy and highlight the importance of adapting instructional strategies to students’ learning preferences. The study contributes theoretically to the literature on mathematics education and provides practical recommendations for differentiated teaching approaches that accommodate diverse learning styles, aiming to enhance students’ mathematical literacy and motivation.