ANALISIS KEMAMPUAN LITERASI NUMERASI SISWA BERDASARKAN METODE NEWMAN KELAS VIII MTS DARUL ILMI - Nurmala, Siti (Yayasan Amanah Nur Aman, 2025)
Penelitian ini bertujuan menganalisis kemampuan literasi numerasi siswa kelas VIII MTs Darul Ilmi Batang Kuis serta mengidentifikasi jenis kesalahan berdasarkan metode Newman. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek 25 siswa yang dipilih melalui purposive sampling. Data diperoleh melalui tes literasi numerasi berbentuk soal uraian dan wawancara terstruktur, kemudian dianalisis dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan, serta diuji keabsahannya melalui triangulasi. Hasil penelitian menunjukkan bahwa 3 siswa (12%) berada pada kategori tinggi, 19 siswa (76%) berada pada kategori sedang, dan 3 siswa (12%) berada pada kategori rendah. Analisis berdasarkan metode Newman menemukan lima jenis kesalahan, yaitu kesalahan membaca, memahami, transformasi, keterampilan proses, dan penulisan jawaban akhir, dengan kesalahan dominan pada tahap transformasi dan keterampilan proses. Kesimpulannya, mayoritas siswa berada pada kategori sedang, namun masih mengalami kesulitan dalam soal yang menuntut analisis data, pemodelan matematis, serta penarikan kesimpulan. ABSTRACT This study aims to analyze the numeracy literacy ability of Grade VIII students at MTs Darul Ilmi Batang Kuis and to identify the types of errors based on Newman’s method. The research employed a descriptive qualitative approach with 25 students selected through purposive sampling. Data were obtained through numeracy literacy tests in the form of essay questions and structured interviews, then analyzed through the stages of data reduction, data presentation, and conclusion drawing, with validity ensured through triangulation. The results showed that 3 students (12%) were in the high category, 19 students (76%) were in the medium category, and 3 students (12%) were in the low category. The analysis based on Newman’s method revealed five types of errors: reading, comprehension, transformation, process skills, and final answer errors, with the dominant errors found in the transformation and process skills stages. In conclusion, the majority of students were in the medium category but still experienced difficulties in problems requiring data analysis, mathematical modeling, and drawing conclusions.