Kemampuan representasi matematis adalah kemampuan yang dapat melatih siswa dalam memahami dan mengkomunikasikan ide atau gagasannya dalam pembelajaran Matematika. Representasi matematis merupakan salah satu kemampuan yang sangat dibutuhkan siswa untuk menunjang pemahaman saat proses pembelajaran, sehingga penelitian ini bertujuan menganalisis kemampuan representasi matematis siswa yang meliputi representasi visual, representasi simbolik, dan representasi verbal dalam menyelesaikan soal materi bangun datar. Model penelitian yang digunakan adalah mixed method sequential explanatory, yaitu menguhubungkan data kuantitatif dengan data kualitatif secara berurutan agar dapat mengimbangi kekurangan data dengan data yang lain serta memperkuat dan mendukung hasil temuan analitik masing-masing sumber data. Penelitian dilaksanakan di SMP Negeri 6 Tarakan dengan sampel penelitian sebanyak 22 siswa kelas 7. Teknik analisis data dimulai dari analisis data kuantitatif berupa analisis data tes kemampuan representasi matematis, dilanjutkan dengan analisis data kualitatif berupa analisis dokumen dan wawancara menggunakan model Miles, Huberman, & Saldana. Berdasarkan analisis data penelitian kuantitatif diperoleh bahwa kemampuan representasi matematis siswa didominasi oleh siswa dengan kategori kemampuan representasi matematis yang sedang, yaitu sebesar 68,2% dari satuan sampel. Hasil penelitian ini menemukan perbedaan karakteristik siswa berkategori tinggi, sedang dan rendah dalam mengkomunikasikan ide atau gagasannya ke dalam bentuk representasi visual, simbolik, dan verbal. Siswa yang tergolong memiliki kemampuan representasi matematis tinggi mampu menyelesaikan soal matematika dengan menganalisis, memahami dengan membaca berulang-ulang, mengingat kembali materi, dan menyusun atau menerapkan ide atau gagasan penyelesaian soal yang tepat. Siswa yang tergolong memiliki kemampuan representasi matematis sedang hanya mampu menyelesaikan sebagian soal, siswa mampu menganalisis serta memahami soal tetapi tidak dituliskan di lembar jawaban, siswa kesulitan memahami perintah soal serta kesulitan menyusun langkah-langkah atau solusi penyelesaian yang tepat. Sedangkan siswa yang tergolong memiliki kemampuan representasi matematis rendah tidak dapat menyelesaikan soal, tidak mampu memvisualisasikan informasi yang disajikan, tidak mampu membuat dan menyusun kata-kata yang tepat untuk menjawab soal serta kesulitan operasi hitung matematika.

Kata Kunci: Analisis, Kemampuan Representasi Matematis, Bangun Datar

Mathematical representation ability is an ability that can train students to understand and communicate their ideas in learning Mathematics. It is one of the abilities that students really need to support understanding during the learning process. So, this research aimed to analyze students' mathematical representation abilities which include visual representation, symbolic representation, and verbal representation in solving problems with plane figure material. A mixed method sequential explanatory research approach was employed, which involved progressively linking quantitative and qualitative data to make up for any gaps in the data and to bolster and validate the analytical conclusions drawn from each data source. The research was carried out at SMP Negeri 6 Tarakan with a research sample of 22 grade 7 students. The data analysis technique started with quantitative data analysis in the form of mathematical representation ability test data analysis followed by qualitative data analysis in the form of document analysis and interviews using the Miles, Huberman, & Saldana model. Based on analysis of quantitative research data, it was found that students' mathematical representation abilities were dominated by students with moderate abilities, namely 68.2% of the sample units. The results of this research found differences in the characteristics of students in the high, medium and low categories in communicating their ideas in the form of visual, symbolic and verbal representations. Students who were classified as having high mathematical representation abilities were able to solve mathematical problems by analyzing, understanding by reading repeatedly. recalling material, and compiling or applying appropriate ideas or ideas for solving problems. Students with moderate mathematical representation abilities could only complete a portion of the questions; they could comprehend and analyze the questions but they were not written on the answer sheet; they also had trouble understanding the instructions and piecing together the right answers. In the meantime, students who were categorized as having low mathematical representation abilities struggled with mathematical calculation operations, were unable to solve problems, could not picture the information that was presented, and could not construct and organize the words necessary to respond to questions. Keywords: Analysis, Mathematical Representation Ability, Plane Figure