ANALISIS PROSES REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH PERSAMAAN GARIS LURUS DITINJAU DARI GAYA BELAJAR HONEY MUMFORD

The purpose of this study was to describe the mathematical representation process of students in solving linear equation problems based on the Honey and Mumford learning styles. The subjects of this study were 8 students of SMP Muhammadiyah 2 Sidomulyo Kota Batu class VIII. The research method used was a qualitative method. The results of this study are students with an activist learning style use a symbolic representation process in solving problems, but are lacking in the visual and verbal representation process. This is also related to activists in solving problems using Polya's stages, activists fulfill the stages of understanding the problem, planning, lacking in planning, and lacking in re-checking the results of the work. The reflector learning style is lacking in visual representation, but good in symbolic and verbal representation, in the stage of solving problems using Polya's steps can understand the problem, make plans, lacking in planning, and in checking the answers. The theoretical learning style uses all three types of representation, namely visual, symbolic and verbal, so that in solving problems using Polya's stages, the theoretical learning style can do all four Polya stages well. Meanwhile, pragmatic learning styles are lacking in visual, symbolic and verbal representation, so that in solving problems using Polya's stages, pragmatists can understand the problem, plan, but are lacking in the planning stage and do not re-check the answers.