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Beranda LITERASI Strategi Pemecahan Masalah Matematika
LITERASI  

Strategi Pemecahan Masalah Matematika

Oleh Endah Mayasari, S.Pd., M.P.Mat.

Redaksi
Strategi Pembelajaran
(Ilustrasi: Defantri.com)

BERHADAPAN dengan sesuatu yang tidak rutin dan kemudian mencoba menyelesaikannya merupakan ciri khas makhluk hidup yang berakal. Pemecahan masalah (problem solving) merupakan latihan bagi siswa untuk berhadapan dengan sesuatu yang tidak rutin dan kemudian mencoba menyelesaikan. Ini adalah salah satu kompetensi yang harus ditumbuhkan pada diri siswa. Kompetensi seperti ini ditumbuhkan melalui bentuk pemecahan masalah.

Pembelajaran pemecahan masalah tidak sama dengan pembelajaran soal-soal yang telah diselesaikan (solved problems). Pada pemecahan masalah kita memberikan bekal kepada siswa berbagai teknik penyelesaian untuk menyelesaikan masalah. Strategi ataupun taktik untuk menyelesaikan masalah dengan cara ini disebut heuristics, karena pada dasarnya pembelajar harus dapat menemukan sendiri.

Terdapat berbagai strategi dalam pemecahan masalah, dari yang sederhana sampai strategi yang cukup kompleks. Di antaranya menerka dan menguji kembali, membuat daftar yang teratur, mengasumsikan jika sebagian dari masalah telah terselesaikan, menghapuskan beberapa kemungkinan, menyelesaikan masalah yang setara, menggunakan simetri, memperhatikan hal khusus, menggunakan alasan langsung, menyelesaikan suatu persamaan, melihat pola yang muncul, mengskets suatu gambar, memikirkan masalah sejenis yang telah diselesaikan, menyelesaikan masalah yang lebih sederhana, menyelesaikan masalah yang mirip, bekerja mundur, dan menggunakan formula atau rumus.

Menurut Polya ada 4 langkah yang perlu dilakukan dalam menyelesaikan masalah matematika, yaitu

1. Memahami masalah yang ada

1.1. Apakah kita mengetahui arti semua kata yang digunakan? Jika tidak carilah di indeks, kamus, definisi, dan lainnya

1.2. Apakah kita mengetahui yang dicari atau ditanya?

1.3. Apakah kita mampu menyajikan masalah dengan menggunakan kata-kata sendiri?

1.4. Apakah masalah dapat disajikan dengan cara lain?

1.5. Apakah kita dapat menggambar sesuatu yang dapat digunakan sebagai bantuan?

1.6. Apakah informasi cukup untuk menyelesaikan masalah?

1.7. Apakah informasi berlebihan?

1.8. Apakah ada yang perlu dicari sebelum mencari jawaban dari masalah?

2. Menyusun suatu strategi

2.1. Jangan ragu-ragu untuk mencoba salah satu dari strategi untuk digunakan dalam menyelesaikan masalah yang kita hadapi.

2.2. Pada umumnya, strategi yang berhasil ditemukan setelah beberapa kali mencoba strategi yang gagal. Kegagalan adalah satu langkah kecil untuk mencapai tujuan dalam pemecahan masalah.

2.3. Melakukan strategi yang terpilih. Langkah ini lebih mudah dibandingkan menyusun strategi. Di sini hanya diperlukan kesabaran dan kehati-hatian untuk menjalankan strategi.

2.4. Melihat kembali pekerjaan yang telah dilakukan. Selanjutnya, jika perlu menyusun strategi baru yang lebih baik atau menuliskan jawaban dengan lebih baik berada di langka ini.

Di Amerika Serikat, penyelidikan tentang Pemecahan Masalah telah dilakukan beberapa puluh tahun yang lalu. Di antaranya penyelidikan dilakukan oleh Dodson (1971), Hollander (1974). Menurut mereka kemampuan pemecahan masalah yang harus ditumbuhkan adalah:

1. Kemampuan mengerti konsep dan istilah matematika;

2. Kemampuan mencatat kesamaan, perbedaan, dan analogi;

3. Kemampuan untuk mengidentifikasi elemen terpenting dan memilih prosedur yang benar;

4. Kemampuan untuk mengetahui hal yang tidak berkaitan;

5. Kemampuan untuk menaksir dan menganalisa;

6. Kemampuan untuk memvisualisasi dan mengimplementasi kuantitas atau ruang;

7. Kemampuan untuk memperumum (generalisasi) berdasarkan beberapa contoh;

8. Kemampuan untuk menganti metode yang telah diketahui;

9. Mempunyai kepercayaan diri yang cukup dan merasa senang terhadap materinya.

Selain kemampuan di atas, siswa mempunyai keadaan yang tentu untuk masa yang akan datang sehingga dengan percaya diri dapat mengembangkan kemampuan tersebut.

Menurut mereka, untuk mengembangkan kemampuan di atas, guru memberikan hal berikut:

1. Ajari siswa dengan berbagai strategi yang dapat digunakan untuk berbagai masalah;

2. Berikan waktu yang cukup untuk siswa mencoba masalah yang ada;

3. Ajaklah siswa untuk menyelesaikan masalah dengan cara lain;

4. Setelah masalah terselesaikan, ajaklah siswa untuk melihat kembali, melihat kemungkinan lain, mengatakan dengan bahasa mereka sendiri, kemudian ajaklah untuk mencari penyelesaian dengan cara yang lebih baik;

5. Jika kita berhadapan dengan masalah yang sulit, tidak berarti kita harus menghindar, tetapi gunakan cukup waktu untuk mengulang dan mengerjakan masalah yang lebih banyak. Mulailah dengan mengerjakan masalah serupa, dan kemudian masalah-masalah yang menantang.;

6. Fleksibelitas di dalam pemecahan masalah merupakan perilaku belajar yang baik. ***

Endah Mayasari, S.Pd., M.P.Mat., Guru SMPN 14 Bandung.

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