Analisis Kemampuan Interpretasi Matematika Siswa Kelas Rendah di Madrasah Ibtidaiyah Berastagi

Abstract

This study aims to analyze the mathematical interpretation ability of third-grade students at MIS Al-Ittihadiyah Berastagi on fraction material and to identify supporting and inhibiting factors. The study employed a qualitative approach with a case study method. Six students were purposively selected based on high, medium, and low ability categories, while an initial test was administered to all 21 third-grade students. Data were collected through tests, observations, and interviews and analyzed through data reduction, data display, and conclusion drawing. Mathematical interpretation ability was analyzed using five indicators: understanding the problem, identifying important information, transforming information into a mathematical model, determining solution steps, and explaining the solution. The findings indicate that students' mathematical interpretation ability was generally still low. Of the 21 students, 3 (14%) were in the very good category, 6 (29%) good, 1 (5%) fair, 6 (29%) poor, and 5 (24%) very poor. The main difficulties appeared in understanding word problems, identifying information, organizing solution steps, and interpreting answers. Supporting factors included contextual learning, concrete examples, real objects or pictures, gradual exercises, and clear teacher explanations. Inhibiting factors included difficulty understanding word problems, reading ability, conceptual understanding, limited picture interpretation, motivation, concentration, and less varied learning methods.