KEMAMPUAN LITERASI MATEMATIKA SISWA SEKOLAH DASAR DITINJAU DARI GAYA BELAJAR

Ahyansyah Ahyansyah

Abstract


The purpose of this study was to study the mathematics literacy skills of elementary school students in terms of learning styles. One indicator of mathematics literacy ability can be seen from the ability to solve problems in everyday life in terms of the problems done by students using the steps of Blum & Leiss mathematical modeling. The study uses qualitative type of research conducted at SDN Sumbersari 2 class V Malang. The subjects of this study were 3 students who had visual, audio and kinesthetic learning styles from 17 students. The research instrument was a learning style questionnaire, test questions and analyzed using the Milles and Hubberman models (data reduction, data presentation, verification and decision making).The results of data analysis show that students who have a visual learning style have low literacy math skills. It is characterized by students who are unable to solve problems, simplify problems, turn problems into mathematical models, solve problems, fix real problems, check results and solve results. Students who have audio learning styles have moderate literacy math skills. It is characterized by students being able to explain the form and mathematics of problems correctly, being able to solve problems with mathematical models and working on mathematical problems, being able to solve problems by solving problems according to problems, checking results and producing results. But students are not able to answer unapproved questions that are recognized and questions that cannot be asked in problems, this shows that students are not able to answer problems and simplify problems. Students who have kinesthetic learning styles have low literacy math skills. It is characterized by students who are unable to solve problems, simplify problems, turn problems into mathematical models, solve mathematical problems, fix real problems, check results and activate results

References


Akinyode, B. F., & Khan, T. H. 2016. Students’ learning style among planningstudents in Nigeria using Kolb’s learning style inventory. Indian Journal ofScience and Technology, 9 (47), 1-13.

Anggara, Y., & Suhardi, R. M. 2015. Esperimentasi pendekatan pembelajaran pendidikan matematika realistik dan pembelajaran saintifik terhadap hasil belajar matematika ditinjau dari gaya belajar siswa kelas VIII SMPN 25 Batam tahun pelajaran 2015/2016. Jurnal Dimensi, 5(3), 1-13.

Brewley, D. S. 2012. “College Mathematics Literacy Workers of The Young People’s Project Chicago. Journal of Urban Mathematics Education.5 (1).44 –54.

Biccard, P. 2010. An Investigation the Development of Mathematical Modelling Competencies of Grade 7 learners.[Online]. Tersedia http://scholar.sun.ac.za/handle/10019.1/5301

Cai, J & Steven, H. 2002. Generalized and Generative Thinking in U.S and Chinese Student’s Mathematical Problem Solving and Problem Posing.Journal of Mathematical Behavior, 21, 401-21.

Draper, R. J. 2002. School Mathematics Reform, Constructivism, and Literacy: A Case for LiteracyInstruction in The Reform-Oriented Math Classroom. Journal of Adolescent & Adult Literacy, 46(6).520-529.

Edward A. S & Jinfa, C. 2005. Assessing Students' Mathematical Problem Posing.Teaching Children Mathematics, 12(3), 129-135.

Firdaus, Fery Muhamad. 2017. Improving Primary Students’ Mathematical Literacy Through Problem Based Learning And Direct Instruction. Educational Research and Reviews.12(4).212-219.

Glenda Anthony and Margaret Walshaw. 2009. Characteristics of Effective Teaching of Mathematics: A View from the West. Journal of Mathematics Education.2(2).147-164.

Hastuti, I. D., Nusantara, T., Subanji, & Susanto, H. (2016). Constructive Metacognitive Activity Shift in Mathematical Problem Solving. Educational Research and Reviews, 11(8), 656–667. https://doi.org/10.5897/ERR2016.2731

Mehdi. 2012. Mathematical creativity: some definitions and characteristics. Procedia – Social and Behavioral Sciences, (31), 285-291.

Mahdiansya & Rahmawati. 2014. Mathematical Literacy of Secondary School Students: Analysis ofUsing International Test Design with Indonesian Context. Journal of Education and Culture, 20 (4).

Moleong, L. J. 2012. Metodologi penelitian kualitatif. Bandung: Remaja Rosdakaya.

OECD. 2016. PISA 2015 Results in focus (Paris: OECD Publishing).

Ojose, B. 2011. Mathematics Literacy: Are We Able To Put The Mathematics We Learn Into Everiday Use?. Journal of Mathematics Education, 4(1), 89-100.

Permendiknas Nomor 22 Tahun 2006 dalam (BSNP, 2016).

Pakpahan, R. 2017. Faktor-Faktor Yang Memengaruhi Capaian Literasi Matematika Siswa Indonesia Dalam Pisa 2012. Jurnal Pendidikan Dan Kebudayaan, 1(3), 331. https://doi.org/10.24832/jpnk.v1i3.496

Rosalia,H& Ariyadi. 2017. Mathematical Literacy of Senior High School Students in Yogyakarta.Pada: journal.uny.ac.id.

Smith, M. S., & Mary, K. S. 1998. Selecting and creating mathematical tasks: From research to practice. Mathematics Teaching in the Middle School, 3, 344-50.

Stacey, K & Rose. 2010. Mathematical and Scientific Literacy Around The World. Journal of Science and Mathematics Education in Southeast Asia, 3( 1), 1-16.

Stacey, K. 2011. The PISA View of Mathematical Literacy in Indonesia.IndoMs. J. M. E, 2(2): 95-126.

Syawahid, M & Putrawangsa, S. 2017. Kemampuan Literasi Matematika Siswa Smp Ditinjau dari Gaya Belajar. Jurnal BETA. 10 (2).222-240.

Suyitno, Hardi. 2014. Pendidikan Matematika Indonesia di Abad 21. [Online]. Tersedia http://pmat.umpwr.ac.id/wp-content/uploads/2015/05/1.pdf

Hastuti, I. D., Nusantara, T., Subanji, & Susanto, H. (2016). Constructive Metacognitive Activity Shift in Mathematical Problem Solving. Educational Research and Reviews, 11(8), 656–667. https://doi.org/10.5897/ERR2016.2731

Pakpahan, R. 2017 Faktor-Faktor Yang Memengaruhi Capaian Literasi Matematika Siswa Indonesia Dalam Pisa 2012. Jurnal Pendidikan Dan Kebudayaan, 1(3), 331. https://doi.org/10.24832/jpnk.v1i3.496

Sa’dijah, C. 2013. Kepekaan Bilangan siswa SMP melalui Pembelajaran Matematika Kontekstual dan mengintegrasikan Ketrampilan Berpikir Kreatif. Jurnal Pendidikan Dan Pembelajaran, 20(2), 222–227.

Sutarto, Nusantara, T., Subanji,& Sisworo. 2016. Local conjecturing process in the solving of pattern generalization problem. Educational Reserach and Review, 11(8), 732–742. https://doi.org/10.5897/ERR2016.2719

Varley, M. 2006. “Math is Everywhere”: Connecting Mathematics to Students’ Lives. The Journal of Mathematics and Culture December. 1 (2), 20-36.

Wong, K.P. 2005. Mathematical Literacy of Hong Kong’s 15 Year Old Students in PISA. Education Journal, 32(1). 91-120.

Wardhani & Rumiati.2011.Assessment Instrument of Mathematics Learning Outcome in Junior High School. Learn from PISA dan TIMSS (PPPPTK Matematika Kemdiknas).

Wilkens, H.J. 2011. Textbook approval systems and the Program for International Assessment (PISA) results: A preliminary analysis. IARTEM e-Journal, 4(2), 63-74.

Widowati & Sutimin. 2007. Buku Ajar Pemodelan Matematika. Semarang : UNDIP

Zainiyah, U & Marsigit. 2018. Mathematical Literacy: How if Viewed from Mathematics Problem Solving Ability of High-Grade’s Elementary School Students?,Jurnal Riset Pendidikan Matematika, 4 (1), 5-14.




DOI: http://dx.doi.org/10.1234/.v0i0.983

Refbacks

  • There are currently no refbacks.