Junior High School Students' Analogical Reasoning in Geometry: A Preliminary Study for Learning Model Development - Eva Mulyani; Jailani Jailani; Hartono Hartono (Mosharafa: Jurnal Pendidikan Matematika, 2025)
Studi pendahuluan ini bertujuan untuk menganalisis penalaran analogi siswa SMP pada materi bangun ruang sisi datar sebagai dasar untuk mengembangkan model pembelajaran matematika yang lebih efektif. Penalaran analogi memiliki peran penting dalam mendukung berpikir matematis tingkat tinggi dan pemahaman konseptual, namun kemampuan siswa di bidang ini masih tergolong rendah. Penelitian deskriptif kualitatif ini melibatkan tiga siswa kelas IX dari 3 SMPN yang berada di Kota Tasikmalaya. Subjek dipilih secara purposive yaitu masing-masing satu orang siswa dari 3 sekolah yang memiliki nilai rata-rata matematika tertinggi. Pengumpulan data dilakukan melalui tes penalaran analogi, wawancara semi terstruktur, dan dokumentasi dengan fokus pada empat komponen utama penalaran analogi yaitu encoding, inferring, mapping, dan applying. Hasil penelitian menunjukkan bahwa penalaran analogi siswa secara umum masih tergolong rendah, terutama pada komponen inferring,  mapping dan applying. Temuan ini mengindikasikan bahwa kesulitan siswa tidak hanya bersumber pada lemahnya penguasaan konsep, melainkan juga akibat minimnya strategi pembelajaran berbasis analogi yang eksplisit dan sistematis di kelas sehingga diperlukan pengembangan model pembelajaran yang efektif untuk mengembangkan penalaralan analogi. This preliminary study aims to analyze junior high school students' analogical reasoning on the material of flat-sided solid shapes as a basis for developing a more effective mathematics learning model. Analogous reasoning has an important role in supporting high-level mathematical thinking and conceptual understanding, but students' abilities in this area are still relatively low. This qualitative descriptive research, involving three ninth-grade students from three junior high schools in Tasikmalaya City. The subjects were selected purposively, namely one student each from 3 schools who had the highest average mathematics score. Data collection was carried out through analogical reasoning tests, semi-structured interviews, and documentation with a focus on the four main components of analogical reasoning, namely encoding, inferring, mapping, and applying. The results show that students' analogical reasoning is generally still relatively low, especially in the inferring, mapping and applying components. This finding indicates that students' difficulties do not only stem from weak conceptual mastery, but also from the lack of explicit and systematic analogy-based learning strategies in the classroom, so that it is necessary to develop effective learning models to develop analogical reasoning.