Students' Representation Translation Processes from Verbal to Graphical-Symbolic Representations of Quadratic Functions by Mathematical Ability

Sinta Agustin Ningseh (Universitas Negeri Malang)
I Nengah Parta (Universitas Negeri Malang)
Anita Dewi Utami (Universitas Negeri Malang)

Mosharafa: Jurnal Pendidikan Matematika
Vol. 15 No. 2 (2026): April

Abstrak Translasi representasi berperan penting dalam pemecahan masalah. Namun, siswa kesulitan mentranslasikan representasi verbal fungsi kuadrat ke representasi simbolik dan grafik. Penelitian ini bertujuan mendeskripsikan proses translasi representasi matematis siswa dari representasi verbal ke representasi grafik dan simbolik pada fungsi kuadrat berdasarkan kemampuan matematis. Kebaruan penelitian ini terletak pada analisis karakteristik proses, bukan hanya hasil translasi berdasarkan kemampuan matematis. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus terhadap tiga siswa yang dipilih secara purposive. Data dikumpulkan melalui tes tulis dan wawancara semi-terstruktur, lalu dianalisis menggunakan thematic analysis. Hasil menunjukkan bahwa siswa berkemampuan tinggi dan sedang mampu melakukan unpacking the source, sedangkan siswa berkemampuan rendah masih mengalami kesulitan pada tahap tersebut. Perbedaan ditemukan pada tahap preliminary coordination dan constructing the target, sedangkan seluruh siswa masih mengalami kesulitan pada tahap determining equivalence. Temuan ini memberikan implikasi praktis bagi pembelajaran serta menjadi acuan bagi guru dalam merancang strategi yang memfasilitasi translasi representasi matematis.   AbstractRepresentation translation plays an important role in problem-solving. However, students often struggle to translate verbal representations of quadratic functions into symbolic and graphical representations. This study aims to describe students’ mathematical representation translation process from verbal to graphical and symbolic representations of quadratic functions based on mathematical ability. The novelty of this study lies in analyzing translation process characteristics rather than merely examining translation outcomes. This study employed a qualitative case study involving three purposively. Data were collected through written tests and semi-structured interviews and analyzed using thematic analysis. The results showed that advanced and intermediate students were able to perform unpacking the source, whereas beginning students experienced difficulties at this phase. Differences were also found in preliminary coordination and constructing the target, while all students experienced difficulties in determining equivalence. These findings provide practical implications for mathematics learning and guide teachers in designing strategies that facilitate mathematical representation translation.