Pola koneksi matematis siswa dengan tingkat kemampuan matematika yang berbeda pada materi sistem persamaan linear dua variabel - Hamid, Abdurahman; Juhari, Agusalim (International Journal of Progressive Mathematics Education, 2025)
Purpose: This study aims to analyze the mathematical connection abilities of medium-ability students in solving Two-Variable Linear Equation System (TVLES) problems. Design/methodology/approach: Employing a qualitative descriptive method, this study involved 21 eighth-grade students at SMP Negeri 3 Watampone. Data were gathered through written mathematical connection tests and in-depth interviews with selected medium-ability subjects. Findings: The results reveal a disparity in skills: intra-mathematical connectivity is low (63%) due to barriers in concept integration and analogical reasoning. Conversely, extra-structural connection (mathematics-to-real-life) reached 72%, where students successfully transformed contextual problems into systematic mathematical models. Practical implications: Educators are encouraged to shift from procedural instruction to connection-based learning environments to mitigate conceptual misconceptions among average-achieving students. Originality/value: This study provides specific insights into the "asymmetrical connection" profile of medium-ability students, addressing a literature gap regarding cognitive obstacles in formal algebraic topics.     Purpose: Penelitian ini bertujuan menganalisis kemampuan koneksi matematis siswa berkemampuan sedang dalam menyelesaikan masalah Sistem Persamaan Linear Dua Variabel (SPLDV). Design/methodology/approach: Menggunakan metode deskriptif kualitatif, studi ini melibatkan 21 siswa kelas VIII di SMP Negeri 3 Watampone. Data dikumpulkan melalui instrumen tes tertulis berbasis koneksi matematis dan wawancara mendalam dengan subjek terpilih kategori sedang. Findings: Temuan menunjukkan disparitas kemampuan: konektivitas intra-matematika tergolong rendah (63%) akibat hambatan dalam integrasi konsep dan analogi. Sebaliknya, koneksi ekstrastruktural (matematika-kehidupan nyata) mencapai 72%, di mana siswa mampu mentransformasi masalah kontekstual menjadi model matematika secara sistematis. Practical implications: Guru disarankan beralih dari pengajaran prosedural ke pendekatan lingkungan belajar berbasis hubungan antar-konsep untuk memitigasi miskonsepsi pada siswa berkemampuan menengah. Originality/value: Studi ini memberikan wawasan spesifik mengenai profil "koneksi asimetris" pada siswa berkemampuan sedang, yang mengisi celah literatur mengenai hambatan kognitif dalam materi aljabar formal.