<![CDATA[Abstrak Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematis siswa kelas VIII MTs N 2 Sarolangun pada materi pecahan serta mengidentifikasi kesulitan yang dialami siswa dalam setiap tahapan pemecahan masalah. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek penelitian siswa kelas VIII yang dipilih berdasarkan kategori kemampuan tinggi, sedang, dan rendah. Teknik pengumpulan data dilakukan melalui tes uraian dan wawancara. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan tinggi mampu memahami masalah, menyusun strategi, melaksanakan perhitungan, dan memeriksa kembali jawaban dengan baik. Siswa dengan kemampuan sedang dapat memahami masalah dan menentukan strategi, tetapi masih kurang teliti dalam perhitungan serta jarang memeriksa kembali hasil akhir. Sementara itu, siswa dengan kemampuan rendah mengalami kesulitan dalam memahami soal, menentukan langkah penyelesaian, dan melakukan operasi hitung pecahan. Kesalahan yang ditemukan meliputi kesalahan konsep, prosedural, dan ketelitian. Berdasarkan hasil penelitian, dapat disimpulkan bahwa kemampuan pemecahan masalah matematis siswa masih bervariasi sehingga diperlukan pembelajaran yang membiasakan siswa mengikuti tahapan pemecahan masalah secara sistematis. Kata kunci: Pemecahan Masalah Matematis, Pecahan, siswa kelas VIII, penelitian kualitatif. Abstract This study aimed to analyze the mathematical problem-solving abilities of eighth-grade students at MTs N 2 Sarolangun on fraction material and to identify the difficulties experienced by students at each stage of problem solving. The study employed a qualitative descriptive approach involving students categorized into high, medium, and low ability levels. Data were collected through essay tests and interviews. The data analysis techniques included data reduction, data presentation, and conclusion drawing. The results showed that students with high ability were able to understand problems, develop appropriate strategies, perform calculations correctly, and recheck their answers systematically. Students with medium ability generally understood the problems and determined suitable strategies but were less accurate in calculations and rarely reviewed their final answers. Meanwhile, students with low ability experienced difficulties in understanding problems, determining solution steps, and performing fraction operations correctly. The common errors found included conceptual, procedural, and calculation accuracy errors. In conclusion, students’ mathematical problem-solving abilities varied significantly; therefore, learning activities that train students to follow systematic problem-solving stages are needed to improve their abilities. Keywords: Mathematical Problem-solving, fractions, eighth-grade students, qualitative research.]]>
