Kemampuan Komunikasi Matematis Siswa SMA dalam Memecahkan Masalah Matematika Ditinjau dari Tipe Kepribadian MBTI Thinking (T) dan Feeling (F)

Abstract

Kemampuan komunikasi matematis penting dimiliki siswa untuk memahami konsep matematika secara mendalam. Namun, hasil PISA 2022 menunjukkan hasil literasi matematika siswa Indonesia masih perlu ditingkatkan, terutama kemampuan siswa dalam menyampaikan ide dan solusi secara jelas dan terstruktur. Temuan awal peneliti menunjukkan adanya perbedaan pola komunikasi matematis tertulis antar siswa, yang diduga dipengaruhi oleh tipe kepribadian. Tipe thinking dan feeling dalam MBTI dinilai relevan karena berpengaruh terhadap cara siswa berpikir, memproses informasi, dan mengomunikasikan pemahaman dalam pemecahan masalah matematika. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis tertulis siswa SMA dalam menyelesaikan masalah matematika ditinjau dari tipe kepribadian MBTI thinking (T) dan feeling (F). Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian ini adalah 36 siswa kelas XI di salah satu sekolah menengah atas di Kota Malang. Dari subjek tersebut dipilih 4 siswa sebagai subjek wawancara, dengan dua siswa mewakili tipe kepribadian MBTI thinking dan dua siswa mewakili tipe kepribadian MBTI feeling. Teknik pengumpulan data yang digunakan berupa angket MBTI, tes soal kemampuan komunikasi matematis, dan wawancara. Hasil penelitian menunjukkan bahwa siswa dengan tipe kepribadian MBTI thinking cenderung menunjukkan kemampuan komunikasi matematis yang sistematis, logis, dan analitis, baik dalam penggunaan simbol, representasi visual, maupun penulisan solusi. Sementara itu, siswa dengan tipe kepribadian MBTI feeling lebih menonjolkan kepraktisan dan aspek emosional dalam penyampaian ide matematika, serta menunjukkan sensitivitas terhadap tampilan estetis.

Mathematical communication skills are important for students to understand mathematical concepts in depth. However, the 2022 PISA results show that Indonesian students' mathematical literacy still needs to be improved, especially their ability to convey ideas and solutions clearly and structurally. Initial findings by researchers indicate differences in written mathematical communication patterns among students, which are thought to be influenced by personality type. The thinking and feeling types in the MBTI are considered relevant because they influence how students think, process information, and communicate their understanding in solving mathematical problems. This study aims to describe the written mathematical communication skills of high school students in solving mathematical problems from the perspective of MBTI personality types thinking (T) and feeling (F). This study uses a descriptive qualitative approach. The research subjects were 36 eleventh-grade students at a high school in Malang City. From these subjects, four students were selected for interviews, with two students representing the MBTI thinking personality type and two students representing the MBTI feeling personality type. The data collection techniques used were the MBTI questionnaire, a mathematical communication ability test, and interviews. The results of the study indicate that students with MBTI thinking personality types tend to demonstrate systematic, logical, and analytical mathematical communication skills, both in the use of symbols, visual representations, and writing solutions. Meanwhile, students with MBTI feeling personality types emphasize practicality and emotional aspects in conveying mathematical ideas and demonstrate sensitivity to aesthetic presentation.