<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan proses translasi representasi siswa dalam menyelesaikan masalah matematika berorientasi pada high order thinking skills (HOTS). Penelitian ini merupakan penelitian kualitatif. Subjek penelitian ini adalah 26 siswa kelas XI di Sekolah Menengah Pertama Negeri 4 Metro. Teknik pengumpulan data dilakukan melalui tes dan wawancara. Siswa menyelesaikan tes sambil mengungkapkan secara lisan apa yang mereka pikirkan (think aloud), kemudian dilakukan wawancara terkait dengan hasil pekerjaan siswa. Hasil penelitian menunjukkan bahwa siswa dalam menyelesaikan masalah matematika berorientasi pada HOTS dilakukan melalui dua proses translasi yaitu translasi representasi verbal ke grafik (gambar) kemudian ke simbolik. Proses translasi representasi tersebut dilakukan melalui tahap unpacking the source, preliminary coordination, constructing the target, dan determining equivalence. Hasil penelitian ini diharapkan dapat digunakan guru sebagai bahan pertimbangan untuk menyusun desain pembelajaran yang tepat khususnya pada soal pembelajaran yang mendorong siswa melakukan HOTS. Sehingga guru dapat mengoptimalkan berpikir siswa dan meminimalkan kesulitan siswa dalam proses translasi representasi. Penelitian selanjutnya dapat memeriksa lebih mendalam karakteristik tiap tahapan translasi representasi. This study aims to describe the process of translating students' representations in solving mathematical problems oriented to HOTS. This research is a qualitative research. The subjects of this study were students of class XI at Metro 4 Public Middle School. Data collection techniques are done through tests and interviews. Students complete the test while verbally expressing what they think (think aloud). Then the researchers conducted interviews related to the results of student work. The results showed that students in solving mathematical problems oriented to HOTS were carried out through two translation processes, namely the translation of verbal representations into graphs (pictures) then to symbolic. The translation translation process is carried out through the stages of unpacking the source, preliminary coordination, constructing the target, and determining equivalence. The results of this study are expected to be used by teachers as consideration for developing appropriate learning designs, especially on learning problems that encourage students to do HOTS. So the teacher can optimize student thinking and minimize student difficulties in the process of translational representation. Future studies can examine in more depth the characteristics of each translation translation stage.]]>
