Analysis of Mathematical Literacy viewed from Student Learning Independence in Problem-based Learning assisted by e-Modules with a Local Culture Themes
), Sukestiyarno Sukestiyarno(2), Mulyono Mulyono(3) (1) Universitas Negeri Semarang, Indonesia
(2) Universitas Negeri Semarang, Indonesia
(3) Universitas Negeri Semarang, Indonesia
Corresponding AuthorCopyright (c) 2023 Asrida Sigiro, Sukestiyarno Sukestiyarno, Mulyono Mulyono
| Article Metrics→ |
| Indexing Database→ |  |
 |
Abstract
Abstract: This research aims to describe students' mathematical literacy abilities through the application of a PBL (Problem-Based Learning) model assisted by an e-module with a culturally based Ethnomathematics approach to the topic of Systems of Linear Equations and Inequalities (SPLDV). The study focuses on students' self-directed learning. The research subjects consisted of 32 students from SMP Negeri 3 Pematang Siantar. The research employed a mixed-methods approach, combining qualitative and quantitative research. The design used in this study was exploratory mixed-methods. Students' self-directed learning levels were categorized into three groups: high, medium, and low. The research findings from the 32 students in the experimental group showed that 5 students had low self-directed learning, 19 students had medium self-directed learning, and 8 students had high self-directed learning. The implementation of the teaching methods went very well, with an average rating of 4.50. The average score for mathematical literacy reached the minimum passing score (70), which was 82.73, with a passing proportion of 87.50%. The interpretation of both qualitative and quantitative research results led to the conclusion that there is a relationship between students' self-directed learning and their mathematical literacy abilities when exposed to the PBL model with a culturally based Ethnomathematics approach. Specifically, students with low self-directed learning exhibited low mathematical literacy, and vice versa. The research results also indicated that the average mathematical literacy scores of the experimental group were better than those of the control group.
Keywords: mathematical literacy, pbl, self-directed learning, ethnomathematics, e-module, spldv.
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematis siswa melalui penerapan model PBL berbantuan e-modul dengan Pendekatan etnomatematika berbasis budaya lokal pada materi SPLDV ditinjau dari kemandirian belajar siswa. Subjek penelitiannya adalah 32 siswa SMP Negeri 3 Pematang Siantar. Jenis penelitian yang digunakan adalah penelitian campuran (kualitatif dan kuantitatif). Penelitian ini menggunakan desain campuran exploratory. Tingkat kemandirian belajar dikategorikan menjadi 3 yaitu tinggi, sedang dan rendah. Hasil penelitian dari 32 siswa pada kelas eksperimen terdapat 5 anak yang memiliki kemandirian rendah, 19 anak memiliki kemandirian sedang, dan 8 anak memiliki kemandirian tinggi. Keterlaksanaan pembelajaran berjalan dengan sangat baik dengan nilai rata-rata sebesar 4,50. Rata-rata nilai kemampuan literasi matematis mencapai KKM (70) yaitu 82,73 dengan proporsi ketuntasan mencapai 87,50%. Hasil interpretasi penelitian kualitatif dan kuantitatif dapat disimpulkan ada hubungan antara kemandirian belajar siswa dengan kemampuan literasi matematis siswa yang dikenai model pembelajaran PBL dengan pendekatan etnomatematika berbasis budaya lokal, yakni siswa yang memiliki kemandirian belajar rendah, kemampuan literasi matematisnya juga rendah, begitu sebaliknya. Hasil penelitian diperoleh rata-rata nilai kemampuan literasi matematis siswa pada kelas eksperimen lebih baik dari kelas control.
Kata kunci: literasi matematika, pbl, kemandirian belajar, etnomatematika, e-modul, spldv
References
Ahyan, S., Zulkardi, & Darmawijoyo. (2014). Developing mathematics problems based on PISA level. Journal on Mathematics Education (IndoMS-JME), 5(1), 47-56.
Ali, M & Asrori, M. (2010). Psikologi remaja perkembangan siswa [adolescent psychology: student development]. Jakarta : Bumi Aksara.
Asmara & Rochmad. (2017). Analisis kemampuan literasi matematika siswa kelas x berdasarkan kemampuan matematik [analysis of mathematical literacy skills of 10th grade students based on mathematics proficiency]. Scholaria, 7(2), 135-142.
Astalini, Darmaji, Kurniawan, W., Anwar, K., & Kurniawan, D. A. (2019). Effectiveness of using e-module and e-assessment. International Journal of Interactive Mobile Technologies, 13(9), 21-39.
Auliya, M, N., Suyitno, A., & Asikin, M. (2021). Kemampuan literasi matematis ditinjau dari kemandirian belajar di mts darul hikmah kedung jepara [mathematical literacy abilities examined in terms of self-directed learning at mts darul hikmah kedung jepara]. Jurnal Kajian Pembelajaran Matematika, 5(2), 11-17.
Cazan, A, M., & Schiopca, B, A. (2014). Self directed learning, personality traits and academic achievement. procedia social and behavioral sciences, 127, 640-644.
Chan, Z, C, Y. (2012). Role-playing in the problem-based learning class. Nurse Education in Practice, 12(1), 21-27.
Dinata, I, O. (2022). Meta analisis penggunaan model pbl guna meningkatkan kemampuan literasi matematis siswa [meta-analysis of the use of the pbl model to enhance students' mathematical literacy skills]. Mathema Journal, 4(2), 67-76.
Edmondson, D.R., Boyer, S.L. and Artis, A.B. (2012) Self-directed learning: a meta-analytic review of adult learning constructs. International Journal of Education Research, 7, 40-48.
Fajriyah, E. (2018). Peran etnomatematika terkait konsep matematika dalam mendukung literasi [the role of ethnomathematics in relation to mathematical concepts in supporting literacy]. PRISMA, 1, 114-119.
Gatabi, A.R, Stacey, K. & Gooya, Z. (2012). Investigating grade nine textbook problems for characteristics related to mathematical literacy. Mathematics Education Research Journal, 24, 403-421.
Herawati, S, N., & Muhtadi, A. (2018). Pengembangan modul elektronik (e-modul) interaktif pada mata pelajaran kimia kelas xi sma [development of interactive electronic modules (e-modules) for 11th grade high school chemistry]. Jurnal Inovasi Teknologi Pendidikan, 5(2), 80-191.
Herutomo, A, R., Hajeniati, N., & Mustari, F. (2020). Model problem based learning berpendekatan matematika realistik untuk mendukung literasi matematis siswa [realistic mathematics approach in problem-based learning model to support students' mathematical literacy]. Jurnal Pendidikan Matematika, 11(1), 25-38.
Hidayat, R., Rahmatudin, J., & Sriwahyuni, A. (2019). Kontribusi model pembelajaran problem based learning terhadap kemampuan literasi matematis siswa smp [the contribution of the problem-based learning model to the mathematical literacy skills of junior high school students]. Jurnal Didactical Mathematics, 1(2), 32-40.
Hutagalung, S. (2017). Peningkatan kemampuan pemahaman konsep matematis siswa melalui pembelajaran guided discovery berbasis budaya toba di smp negeri 1 tukka [enhancing students' understanding of mathematical concepts through culture-based guided discovery learning at smp negeri 1 tukka]. Journal of Mathematics Education and Science, 2(2), 70-77.
Knowles, M. S. (1975). Self-directed learning: a guide for learners and teachers. Cambridge: Englewood Cliffs.
Lestari, K. E., & Yudhanegara, M. R. (2018). Penelitian pendidikan matematika [educational research in mathematics]. Refika Aditama.
Loyens, S, M., Magda, J., & Rikers, R, J, P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411-427.
Majid, A. (2013). Strategi pembelajaran [learning strategies]. Bandung: PT. Remaja Rosdakarya.
Mania, S. & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(2), 282-298.
Masjaya., & Wardono. (2018). Pentingnya kemampuan literasi matematika untuk menumbuhkan kemampuan koneksi matematika dalam meningkatkan sdm [the importance of mathematical literacy in fostering mathematical connectivity skills for human resource development]. PRISMA, 1, 568-574.
Masrukan. (2017). Asesmen otentik pembelajaran matematika [authentic assessment in mathematics learning]. Semarang: FMIPA Universitas Negeri Semarang.
Merriam, S, B., Caffarella, R, S., & Baumgartner, L, M. (2007). Learning in adulthood. San Francisco, CA: Jossey-Bass.
Mogari, D. (2014). An in-service programme for introducing an ethnomathematical approach to mathematics teachers. Africa Education Review, 11(3), 348-364.
Muharomah, N, N., & Setiawan, E. (2020). penerapan model pembelajaran problem based learning untuk meningkatkan kemampuan literasi matematis siswa smp [application of the problem-based learning model to improve the mathematical literacy skills of junior high school students]. Jurnal Pendidikan Matematika, 8(3), 389-400.
Novita, R., Zulkardi, & Hartono, Y. (2012). Exploring primary student’s problem-solving abilityby doing tasks like pisa’s question. Journal on Mathematics Education (IndoMS-JME), 3(2), 133-150.
OECD, PISA. (2018). Assement and analytical framework: mathematics, reading, science, problem solving and financial literacy. Paris: OECD publisher.
Oktiningrum, W., Zulkardi., & Hartono, Y. (2016). Developing pisa like mathematics task with indonesia natural and cultural heritage as context to assess students’ mathematical literacy. Journal on Mathematics Education, 7(1), 1-8.
Ornawati, V., Hendrastuti, R, Z., & Franita, Y. (2023). Pengaruh model problem based learning terhadap kemampuan literasi matematis ditinjau dari gaya belajar siswa smp [the influence of the problem-based learning model on mathematical literacy skills, examined based on the learning styles of junior high school students]. Jurnal Ilmiah Pendidikan Matematia, 11(1), 45-56.
Pamungkas, D, M., & Franita, Y. (2019). Keefektifan problem based learning untuk meningkatkan kemampuan literasi matematis siswa [the effectiveness of problem-based learning in enhancing students' mathematical literacy skills]. Jurnal Penelitian Pendidikan dan Pengajaran Matematika, 5(2) : 75-80.
Pramana, W, M., Jampel, N, I., & Pudjawan, K. (2020). Meningkatkan hasil belajar biologi melalui e-modul berbasis problem based learning [enhancing biology learning outcomes through problem-based learning-based e-module]. Jurnal EDUTECH Universitas Pendidikan Ganesha, 8(2), 17-32.
Pratiwi,D., & Ramdhani, S. (2017). Penerapan model problem based learning (pbl) untuk meningkatkan kemampuan literasi matematis siswa smk [application of the problem-based learning (pbl) model to enhance the mathematical literacy skills of vocational school students]. Jurnal Gammath, 2(2), 1-13.
Premkumar, K., Vinod, E., Sathishkumar, S., Pulimood, B, A., Umaefulam, V., Samuel, P, P., & John, A, T. (2018). Self-directed learning readiness of indian medical students: a mixed method study. BMC Medical Education, 18(1), 1-10.
PISA. (2019). Programme for international student assessment (PISA) results from PISA 2018. Oecd, 1-10.
Pratiwi,D., & Ramdhani, S. (2017). Penerapan model problem based learning (pbl) untuk meningkatkan kemampuan literasi matematis siswa smk [implementation of the problem-based learning (pbl) model to enhance the mathematical literacy skills of vocational school students]. Jurnal Gammath, 2(2), 1-13.
P4TK. (2011). Instrumen penilaian hasil belajar matematika smp: belajar dari pisa dan timss [junior high school mathematics learning assessment instrument: learning from pisa and timss]. Yogyakarta: P4TK. Kemendiknas.
Raidal, S. L., & Volet, S. E. (2008). Preclinical students’ predispositions towards social forms of instruction and self-directed learning: a challenge for the development of autonomous and collaborative learners. Higher Education, 57(5), 577-596.
Savery, J, R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20.
Simanjuntak, D, S., Imelda. (2018). Respon siswa terhadap pembelajaran matematika realistik dengan konteks budaya batak toba [students' response to realistic mathematics learning with batak toba cultural context]. Journal od Mathematics Education and Science, 4(1), 81-88.
Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-41.
Suciawati, V., Anggiana, D, A., & Hermawan, V. (2023). Analisis kemampuan literasi matematis siswa dalam penerapan model pembelajaran problem based learning [analysis of students' mathematical literacy skills in the implementation of the problem-based learning model]. Pasundan Journal Of Research in Mathematics Learning and Education, 8(1) : 119-127.
Sugiyono (2015). Metode penelitian kombinasi (mix methods) [combined research methods]. Bandung: Alfabeta.
Sukestiyarno. (2020). Olah data penelitian berbantuan spss [data analysis in research with the assistance of SPSS]. Semarang : UNNES Press.
Sulistio, G., Nindiasari, H., & Jaenudin. (2020). Efektivitas kemampuan literasi matematis dengan pendekatan problem based learning (pbl) berbasis karakter dan budaya lokal siswa smp di kabupaten lebak [the effectiveness of mathematical literacy skills with a character and local culture-based problem-based learning (pbl) approach for junior high school students in lebak regency]. WILANGAN, 1(3), 267-277.
Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307–315.
Syahrial, A., Kurniawan, D, A., Chan, F., Septianingsih, R., Perdana, R. (2019). Multimedia innovation 4.0 in education: e-modul ethnoconstructivism. Universal Journal of Educational Research, 7(10), 2098-2107.
Tabun, M, H., Teneo, L, N, P., & Daniel, F. (2020). Kemampuan literasi matematis pada pembelajaran model problem based learning (pbl) [mathematical literacy skills in problem-based learning (pbl) instruction]. Jurnal Pendidikan Matematika, 10(1), 1-8.
Verner, I., Massarwe, K., & Bshouty, D. (2013). Constructs of engagement emerging in an ethnomathematically-based teacher education course. Journal of Mathematical Behavior, 32(3), 494-507.
Wijayantia, P., & Wardono. (2020). Analisis literasi matematika ditinjau dari kemandirian belajar siswa smp pada pembelajaran dapic-problemsolving pendekatan pmri berbatuan schoology [analysis of mathematical literacy in terms of junior high school students' self-directed learning in dapic-problem solving with the pmri approach assisted by schoology]. PRISMA, 3, 670-678.
Wijaya, A. (2016). Student Information Literacy: A perspective from mathematical literacy. Journal on Mathematic Education, 7(2), 73-82.
Yanti, S., & Surya, E. (2021). Kemandirian belajar dalam memaksimalkan kualitas pembelajaran [self-directed learning in maximizing the quality of learning]. Diperoleh dari https://www.researchgate.net/profile/silvia-yanti/publication/321833928_kemandirian_belajar_dalam_memaksimalkan_kualitas_pembelajaran/links/5a33fdd8aca27247eddc1f25/kemandirian-belajar-dalam-memaksimalkan-kualitas-pembelajaran.pdf.
Yanuarto, W. N., & Qodariah, L. N. (2020). Deskripsi literasi matematis peserta didik smp ditinjau dari kemandirian belajar [mathematical literacy description of middle school students in terms of self-directed learning]. MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika, 1(2), 41- 53.
Yewa, E, H, J., & Gohb, K. (2016). Problem-based learning: an overview of its process and impact on learning. Health Professions Education, 2 (2), 75-79.
Yuliani, K., & Saragih, S. (2015). The development of learning devices based guided discovery model to improve understanding concept and critical thinking mathematically ability of student at islamic junior high school of medan. Journal of Education and Practice IIST, 6(24), 116-128.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.