Understanding Students' Cognitive Levels in Arithmetic Word Problems: A SOLO Taxonomy Approach

Abstrak

This study investigates students' errors in solving social arithmetic word problems through the lens of the Structure of Observed Learning Outcomes (SOLO) taxonomy, a framework used to assess the complexity of students' understanding across different levels of cognitive development. The research was conducted at a public junior high school in Indonesia using a qualitative descriptive approach, involving 25 eighth-grade students. Data were collected through written tests and analyzed based on the five SOLO taxonomy levels: prestructural, unistructural, multistructural, relational, and extended abstract. The findings revealed that most students' responses were concentrated at the lower SOLO levels, particularly prestructural and unistructural, indicating significant challenges in interpreting mathematical language and constructing integrated problem-solving strategies. Errors identified included misreading problem contexts, procedural misapplications, and conceptual misunderstandings. These difficulties were associated with limited mathematical vocabulary, weak metacognitive skills, and inadequate instructional support. The analysis supports prior research highlighting the influence of conceptual knowledge, language comprehension, and executive functioning in mathematical performance. The use of the SOLO taxonomy provided a structured framework for understanding students' cognitive development and diagnosing learning obstacles. The study's implications stress the importance of formative feedback and targeted pedagogical interventions to promote students' progression to higher levels of cognitive understanding.

Kata kunci

• Problem solving
• conceptual understanding
• error analysis
• social arithmetic
• solo taxonomy