IMPLEMENTATION OF K-MEANS CLUSTERING FOR STUDENT GROUPING IN THE RELATIONSHIP BETWEEN CONCEPTUAL UNDERSTANDING AND PROBLEM-SOLVING ABILITY
Abstract
The purpose of this study is to determine how conceptual understanding ability and problem-solving ability are related to each other without any prior treatment. The research method used is the correlational method. The population in this study consists of 376 ninth-grade students from SMPN 2 Karawang Barat. The sample was selected using a simple random sampling technique and calculated using the Slovin formula, resulting in a sample size of 79 students. The data collection technique involved administering an essay-based test consisting of six questions measuring mathematical conceptual understanding and four questions measuring mathematical problem-solving ability. The data analysis technique was conducted as follows: Students' answers were scored based on a predetermined scoring rubric. Student scores were grouped based on specific characteristics using the K-Means clustering method. Spearman's rank correlation test was conducted to determine the relationship between conceptual understanding ability and problem-solving ability. The research findings indicate that, across the entire sample and in Cluster 3, there is a significant relationship between conceptual understanding ability and problem-solving ability. However, in Cluster 1 and Cluster 2, a relationship exists but is not statistically significant.
Tujuan penelitian ini adalah untuk mengetahui bagaimana kemampuan pemahaman konsep dan kemampuan pemecahan masalah terkait satu sama lain dengan tanpa memberikan perlakuan sebelumnya. Metode penelitian ini adalah metode korelasional. Populasi dalam penelitian ini adalah siswa kelas IX SMPN 2 Karawang Barat 376 orang. Pengambilan sampel menggunakan teknik simple random sampling dan dihitung dengan rumus Slovin sehingga jumlah sampel dalam penelitian ini adalah 79 orang. Teknik pengumpulan data dengan pemberian soal tes berbentuk uraian berjumlah 6 soal dengan indikator kemampuan pemahaman konsep matematis dan 4 soal dengan indikator kemampuan pemecahan masalah matematis. Teknik analisis sebagai berikut: Pertama, jawaban siswa akan diberikan skor dan dinilai sesuai dengan pedoman penskoran yang telah dibuat. Kedua, nilai siswa akan dikelompokkan berdasarkan karakteristik tertentu menggunakan metode K-means clustering. Ketiga, akan dilakukan uji korelasi rank Spearman untuk mengetahui hubungan antara kemampuan pemahaman konsep dengan kemampuan pemecahan masalah. Hasil penelitian menunjukkan pada keseluruhan sampel dan cluster 3 bahwa terdapat hubungan yang signifikan antara kemampuan pemahaman konsep dengan kemampuan pemecahan masalah. Pada cluster 1 dan cluster 2 menunjukkan bahwa terdapat hubungan tetapi tidak signifikan antara kemampuan pemahaman konsep dengan kemampuan pemecahan masalah.
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