@phdthesis{eprintuntirta50549,
            note = {Kemampuan pemahaman konsep dan penalaran logis merupakan dua aspek penting dalam pembelajaran matematika, terutama dalam konteks penyelesaian soal cerita. Namun, dalam praktiknya, siswa cenderung menyelesaikan soal hanya secara prosedural tanpa memahami makna dari informasi maupun hasil yang diperoleh. Hal ini umum terjadi pada materi sistem persamaan linear dua variabel (SPLDV), di mana penyelesaian sering dilakukan tanpa disertai interpretasi terhadap konteks soal. Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep dan penalaran logis siswa kelas X dalam menyelesaikan soal cerita SPLDV. Fokus kajian diarahkan pada tiga indikator pemahaman konsep (mengidentifikasi informasi, memahami hubungan antar variabel, dan mengaitkan hasil dengan konteks soal) serta tiga indikator penalaran logis (mengenali pola, menyusun langkah penyelesaian logis, dan memberikan justifikasi terhadap hasil). Metode penelitian yang digunakan adalah kuantitatif deskriptif dengan subjek 21 siswa kelas X Akuntansi 2 SMK Nurul Huda Baros. Instrumen berupa dua soal uraian SPLDV yang telah divalidasi dan dilengkapi rubrik penilaian terpisah. Analisis data dilakukan melalui penskoran, konversi nilai ke skala 100, klasifikasi kategori, dan analisis per indikator. Hasil penelitian menunjukkan bahwa kemampuan pemahaman konsep siswa berada pada kategori sedang dengan rata-rata skor 65,87\%, dan kemampuan penalaran logis juga berada pada kategori sedang dengan rata-rata 61,51\%. Indikator mengidentifikasi informasi dan menyusun model merupakan aspek yang relatif dikuasai, sedangkan mengaitkan hasil dengan konteks serta memberikan justifikasi menjadi indikator yang paling lemah. Tiap kategori kemampuan menunjukkan karakteristik dan kelemahan yang berbeda, yang mencerminkan kecenderungan siswa untuk berpikir secara prosedural namun belum sepenuhnya reflektif.},
          author = {AWALIA HAQKIKI},
            year = {2025},
           title = {ANALISIS KEMAMPUAN PEMAHAMAN KONSEP DAN PENALARAN LOGIS SISWA KELAS X DALAM MENYELESAIKAN SOAL CERITA SPLDV},
          school = {UNIVERSITAS SULTAN AGENG TIRTAYASA},
             url = {https://eprints.untirta.ac.id/50549/},
        keywords = {Conceptual Understanding, Logical Reasoning Ability, Word Problems, SLETV
Pemahaman Konsep, Penalaran Logis, Soal Cerita, SPLDV},
        abstract = {Conceptual understanding and logical reasoning are two essential aspects of mathematics learning, particularly in solving word problems. However, in practice, students tend to rely solely on procedural steps without fully understanding the meaning of the given information or the solutions obtained. This issue is commonly observed in solving problems involving systems of linear equations in two variables (SLETV), where students often complete solutions without interpreting them in the context of the problem. This study aims to analyze students? conceptual understanding and logical reasoning in solving SLETV word problems. The analysis focuses on three indicators of conceptual understanding (identifying given information, understanding relationships between variables, and connecting results to the problem context) and three indicators of logical reasoning (recognizing patterns, constructing logical solution steps, and providing justification for the results). The research employed a descriptive quantitative approach involving 21 tenth-grade students of the Accounting 2 class at SMK Nurul Huda Baros. The instrument consisted of two validated SLETV word problems, each assessed using separate scoring rubrics for the two abilities. Data analysis included scoring, conversion to a 100-point scale, categorization of ability levels, and indicatorbased analysis. The results showed that students? conceptual understanding was in the moderate category, with an average score of 65.87\%, while logical reasoning was also in the moderate category, with an average of 61.51\%. The ability to identify information and construct mathematical models were the most developed indicators, whereas connecting results to the context and providing justifications were the weakest. Each ability level exhibited different characteristics and weaknesses, reflecting students? tendency toward procedural thinking without fully developed reflective reasoning.}
}