ANALYSIS OF MATHEMATICAL LITERACY SKILLS OF STUDENTS IN CLASS VIII SMP NEGERI 3 DAMPELAS IN SOLVING GEOMETRY PROBLEMS IN TERMS OF VAN HIELE LEVEL

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INTRODUCTION
In the 21st century, the development of technology and information has changed many things, especially the learning process.In the world of education, mathematics is one Prima: Jurnal Pendidikan Matematika ◼ 283

Analysis Of Mathematical Literacy Skills Of Students In Class Viii Smp Negeri 3 Dampelas In Solving
Rahmayani, Sukayasa, Ismaimuza, Meinarni of the most important subjects because mathematics is a branch of science that is often used in various educational sciences (Manalu et al., 2023).
According to the National Council of Teaching of Mathematics (NCTM) in (Maslihah et al., 2020), 5 basic mathematics skills are mathematical problem solving skills, mathematical reasoning skills, mathematical proof, mathematical communication, mathematical connections and representation skills.Based on these five standards, it includes mathematical literacy competencies.
Mathematical literacy is a person's ability to create, apply and understand mathematics in various contexts determined by their abilities (Makhmudah, 2018).(Purwanti et al., 2021) explain mathematical literacy as the ability of individuals to implement mathematics in various contexts in everyday life.Literacy skills are very important for students to have because they can help students use the right methods to solve problems, use mathematics in real life, assess whether the results obtained make sense and analyze situations and draw conclusions (Genc & Erbas, 2019).However, the importance of mathematical literacy is not in line with the quality of education in Indonesia, based on the results of the Program for International Student Assessment (PISA) test organized by the Organization for Economic Coorperation and Development (OECD).From the PISA report, it can be seen that since 2018 Indonesia's ranking in PISA has decreased when compared to the previous 3 years, showing the presentation of student performance in mathematical literacy to be one of the lowest among other countries (Amaliya & Fathurohman, 2022).
Low mathematical literacy skills were also found in students of SMP Negeri 3 Dampelas.Based on the results of interviews with mathematics teachers at SMP Negeri 3 Dampelas.The teacher said that students' literacy skills in geometry material, especially the flat side of the beam which is the main point that must be taught clearly to students, because when students are given math problems students find it difficult to understand between the basic concepts of the flat side of the beam, formulate, interpret the solution and evaluate the problem which causes them difficulty in solving problems in the problem.However, there are one or two students who have good thinking skills in the learning process.From this explanation, it indicates that the low mathematical literacy skills and the level of thinking of students vary, for teachers it is important to know the level of thinking ability of their students so that it can be used as a benchmark in a more conducive and effective learning process.The results of research conducted (Lestari & Effendi, 2022) are in line with this which shows that the mathematical literacy skills of junior high school students are still below average.Geometry is one of the most widely studied branches of mathematics in schools, starting from elementary school to college.Geometry is one of the math subjects that must be studied by students in order to develop logical thinking and spatial intuition that is useful for solving everyday problems (Soenarjadi, 2020).Compared to other lessons in mathematics, geometry is one of the lessons that is considered difficult to understand.Students' weak understanding of geometry concepts makes it difficult for students to solve geometry problems, where knowledge of these concepts becomes a fundamental understanding for students to learn more complex geometry material (Khorifah et al., 2022).
Among the various solutions given in solving geometry problems is based on Van Hiele's level of thinking whose results are no doubt.Van Hiele's theory is the right theory to identify students' thinking ability in geometry material.This theory explains the level of understanding of geometry where students cannot reach a level of thinking without going through the previous level, meaning from basic to abstract.Students' geometry thinking level is divided into 5 levels, namely level 0 (visualization), level 1 (analysis), level 2 (informal deduction) and level 4 (rigor) (Rahayu & Jupri, 2021).Junior high school students are between level 0 (visualization) and level 2 (informal deduction) (Nusaibah et al., 2021).As a result, students who are not at the same level of geometric thinking development will not have the same picture of solving the problem (Idris et al., 2018).
The explanation shows that there is a relationship between students' mathematical literacy skills and each level of thinking development, where each student who is not the same level of thinking development will not have the same mathematical literacy skills.This study aims to describe the mathematical literacy skills of VIII grade students of SMP Negeri 3 Dampelas in solving geometry problems in terms of Van Hiele's level.

METHODS
The type of research used is qualitative research with a descriptive approach, where this research is conducted to describe students' mathematical literacy skills in solving geometry problems in terms of Van Hiele's level of thinking.

Rahmayani, Sukayasa, Ismaimuza, Meinarni
The research was conducted in class VIII junior high school and three students were used as research subjects with their thinking development at level 0, level 1 and level 2 in Van Hiele's thinking development.The subjects were selected based on the student thinking identification test or Van Hiele Geometry Test (VHGT) developed by (Usiskin, 1982) in The Cognite Development and Achievement in Secondary School Geometry Project (CDASSG).
After the subject was selected, then the researcher gave the subject a test of mathematical literacy skills.Then after giving the test questions the researcher conducted interviews on the research subjects, the interviews used in this study were unstructured so that researchers could more easily obtain more in-depth information from the interviewed subjects.After that, the researchers analyzed the data obtained to produce a description of the analysis of mathematical literacy using the data analysis technique of (Miles et al., 2014).
In this study, researchers used indicators of mathematical literacy according to (Utami et al., 2020)

RESULTS AND DISCUSSION
Determination of subjects in this study using the Van Hiele Geometry Test (VHGT).
Based on the classification written test results obtained on each student, the data of students who are at level 0, level 1 and level 2 of Van Hiele's thinking development according to predetermined criteria are presented in table 2 below: In this study, the researcher took three subjects, namely one level 0 student, one level

Analysis Of Mathematical Literacy Skills Of Students In Class Viii Smp Negeri 3 Dampelas In Solving
Rahmayani, Sukayasa, Ismaimuza, Meinarni

Data Analysis of Subject Level 0 Van Hiele Thinking (NH) a. Formulate real problems in problem solving
Based on the results of the answers and interview transcripts, it can be described that at the stage of formulating real problems in solving the problem of solving the problem of building a flat-sided beam, the subject is able to identify the information included in the problem given, namely writing what is known from the problem using a statement sentence.The subject also writes and describes the subject that is asked from a sentence containing a command sentence.So it can be concluded that the subject meets the indicators at the stage of formulating real problems in problem solving.

b. Using math in problem solving
Based on the results of the answers and interview transcripts, it can be described that at the stage of using mathematics in problem solving, the subject is able to change the problem in the problem by finding information in the problem in words that contain a mathematical concept, namely, "length, width, and height".the subject knows the concept of beam area with information from known data.So it can be concluded that the subject fulfills this indicator.

c. Interpreting the solution in problem solving
Based on the results of the answers and interview transcripts, it can be described that the subject has not been able to interpret the solution in the problem.
This means that the subject has not been able to connect knowledge about the surface area of the beam to make a solution in solving the problem.So it can be concluded that the subject does not meet the indicators at this stage.

d. Evaluating Solutions in Problem Solving
Based on the results of the answers and interview transcripts, it can be described that the subject has not been able to write and explain the plan step by step the answers that have been done, the answer to the problem solving is not answered completely because of confusion to solve the problem.So it can be concluded that the subject does not meet the indicators at the stage of evaluating solutions in problem solving.

Data Analysis of Subject Level 1 Van Hiele Thinking (NH) a. Formulate real problems in problem solving
From the results of the answers and interview transcripts, it can be described that at this stage the subject can identify the information available in the problem given,

b. Using Math in Problem Solving
Based on the results of the answers and interview transcripts, it can be described that at this stage, the subject is able to explore the meaning of the words contained in the statement sentence so that the subject concludes that the problem relates to the surface area of the wall, the subject is able to write the formula to be used correctly.So it can be concluded that the subject meets the indicators at this stage.

c. Interpreting the Solution in Problem Solving
Based on the results of the answers and interview transcripts, it can be described that at the stage of interpreting solutions in problem solving, the subject already knows that the first step in solving problem S1 is related to the concept of beam area and with information from known data in the form of the size of the hall.
So that the subject makes a plan to solve S1, namely making a mathematical model of wall length p, wall width l, wall height t.Then the subject uses the formula 2(p + l) × t to solve the problem because based on the statement sentence in the problem that only the inner wall will be painted for the roof with the base not.So it can be concluded that the subject meets the indicators at this stage.

Analysis Of Mathematical Literacy Skills Of Students In Class Viii Smp Negeri 3 Dampelas In Solving
Rahmayani, Sukayasa, Ismaimuza, Meinarni Based on the results of the answers and interview transcripts, it can be described that at the stage of interpreting solutions in problem solving, the subject has not been able to explain the steps of solving the problem using arguments or writing smoothly.So it can be concluded that the subject fulfills the indicators at the stage of interpreting solutions in problem solving.

b. Using Math in Problem Solving
Based on the results of the answers and interview transcripts, it can be described that at the stage of using mathematics in problem solving, the subject is able to understand the meaning of the words contained in the statement sentence "the inside wall will be painted" so that the subject concludes that the problem relates to surface area, the subject is able to write the formula to be used correctly and calculate the overall cost of painting using the mathematical rules of addition and multiplication.So it can be concluded that the subject meets the indicators at the stage of using mathematics in problem solving.

c. Interpreting the Solution in Problem Solving
Based on the results of the answers and interview transcripts, it can be described that at the stage of interpreting the solution in problem solving, the subject already knows that the first step in solving problem S1 is related to the concept of beam area with known data information in the form of the size of the hall room.So that the subject makes a plan to solve S1, namely making a mathematical model of wall length p, wall width l, wall height t.Then the subject is able to apply his knowledge of the surface area of walls to be painted without a base and roof using the formula 2(p + l) × t, multiplication of integers 16×4,2×64 and addition of integers 9+7.This shows that the subject is able to master the concepts underlying the mathematical model created.So it can be concluded that the subject meets the indicators at the stage of interpreting solutions in problem solving.

d. Evaluating Solutions in Problem Solving
Based on the results of the answers and interview transcripts, it can be described that at the stage of interpreting solutions in problem solving, the subject is able to provide an explanation of the steps in solving the problem using arguments or writing smoothly and is able to find the correspondence between the problem solving and the known information to ensure that the answer he gets is correct.So it can be concluded that the subject fulfills the indicators at the stage of interpreting solutions in problem solving.

CONCLUSION
The results of data analysis of mathematical literacy skills that have been carried out can be concluded that:

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student and one level 2 student.In addition to seeing the results of students' written tests, taking subjects is also based on recommendations from the mathematics subject teacher of class VIII SMP Negeri 3 Dampelas regarding students who can be used as subjects by considering student readiness.After the research subject was determined, then the subject was given a test.The test was given to obtain data about students' ability to solve problems.Some time after being given the test, the subject was interviewed by the researcher to get deeper information from the subject regarding the answers to the problems given.Exposure of data continued with data credibility test used time triangulation.The time triangulation carried out is based on the results of the written test question 1 (S1) and question 2 (S2) of the flat-sided beam problem that has been prepared by the researcher.To test the credibility of the data obtained in the implementation of written tests and interviews S1, written tests and interviews S2 were conducted.The written test in this study used an equivalent problem.If the written test data and interviews have converged to the same meaning then the data is credible.Analysis of subject data in this study based on indicators of mathematical literacy skills, obtained valid data regarding students' mathematical literacy skills in solving mathematical problems.
namely writing and describing what is known from the problem such as wall length, wall width, wall height, and the cost of painting the hall per meter.The subject can also write and explain what is asked in the question, namely how much the overall cost of painting the hall is.So it can be concluded that the subject meets the indicators at this stage.
results of the answer sheet and interview transcripts, it can be described that at the stage of formulating real problems in solving problems solving flat-sided block space building problems, the subject is able to identify the information available in the problem given, namely writing what is known from the problem such as wall length, wall width, wall height, and the cost of painting the hall per meter.The subject can also write and explain what is asked in the question, namely how much the overall cost of painting the hall is.So it can be concluded that the subject fulfills the indicators at the stage of formulating real problems in problem solving.

Table 1 :
, namely: (1) formulating real problems in problem solving; (2) using mathematics in problem solving; (3) interpreting solutions in problem solving; and (4) evaluating solutions in problem solving.The indicators of mathematical literacy skills are shown in table 1 below: Indicators of Mathematical Literacy Skills

Table 2 :
Indicators of Mathematical Literacy Skills (1) Van Hiele level 0 thinking subjects are only able to fulfill two of the four indicators of mathematical literacy skills, namely the subject is able to formulate real problems in problem solving the subject can write down what is known and asked, using mathematics in problem solving the subject is able to convert problems to mathematical form and is able to write formulas, but has not been able to interpret solutions in problem solving and evaluate solutions in problem solving; (2) Van Hiele level 1 thinking subjects are able to fulfill three of the four indicators of mathematical literacy skills, namely formulating real problems in problem solving the subject is able to write down what is known and asked, using mathematics in problem solving the subject is able to convert problems to mathematical form, interpreting the solution of the problem to solve the problem, but unable to evaluate the solution in problem solving; (3) Van Hiele level 2 thinking subjects are able to fulfill the four indicators of mathematical literacy skills, namely formulating real problems in problem solving, being able to write down what is known and asked, using mathematics in solving problems, interpreting solutions from problems in problem solving, and evaluating solutions in solving problems.