The Analysis of Diagnostic Assesment Result in Pisa Mathematical Literacy Based on Students Self-efficacy in Rme Learning

This research aimed to test RME learning with an effective scientific approach to improving mathematical literacy and self-efficacy, obtaining an overview of the mathematical literacy diagnostic assessment results that has high, medium and low self-efficacy as well as student difficulties in learning RME with a scientific approach. This research using mix method concurrent embedded with the subject of research is students class VIII. The research begins with a mathematical literacy diagnostic assessment and self-efficacy inventory then performed RME learning in experimental class and conventional learning in control class. Quantitative analysis was conducted to test the effectiveness of learning and deepened with the interview as a qualitative analysis. Learning RME with a scientific approach effective is marked by the achievement of classical completeness, the proportion of students\u27 mathematical literacy, self-efficacy and the difference in pre-post students\u27 mathematical literacy on RME learning better than conventional learning. The results of students\u27 mathematical literacy diagnostic assessment fit the criteria of self-efficacy students except for medium mathematical literacy that having high self-efficacy. Student difficulties in RME learning with the scientific approach are based on the results of mathematical literacy diagnostic assessment, namely language skills problem, the capacity to understand, create strategies, and create the algorithm

EFFORTS TO IMPROVE STUDENTS’ MATHEMATICAL LITERACY IN MATHEMATICS LEARNING

Mathematical literacy is one of the important skills students need to possess in learning math. Mathematical literacy can be defined as an individual's ability to formulate, use and interpret mathematics in a variety of contexts, including the ability to perform mathematical reasoning and use of concepts, procedures, facts, as a means to describe a phenomenon or event. It could be argued that mathematical literacy can help students understand better the role of mathematics in the real world. But in Indonesia, there are still many who do not know the mathematical literacy. So it is not wrong that to date mathematical literacy of students in Indonesia is still low, this can be seen in three International Study, namely, PIRLS, PISA, and TIMSS. To improve mathematical literacy, learning models are needed that can improve mathematical literacy

Analisis Kemampuan Literasi Matematik Mahasiswa Calon Guru Matematika

This study was conducted to describe and illustrate the mathematical literacy skills student teachers of mathematics the Faculty of Education University of Siliwangi State based math skills. To determine the ability of students based on the mathematical literacy mathematical ability grouping first performed mathematical ability of students is the level of mathematical ability is low, medium and high. Respectively at the level of the selected one person to serve as a research subject, so that the selected three students who serve as research subjects., The M1 (high-ability students), M2 (student-capable medium), M3 (low-ability students). All the study subjects given about mathematical literacy skills test is then followed by an interview to determine what level is already up and on which indicators mathematical literacy skills they have achieved. Based on the analysis performed at the level M1 4 mathematical literacy skills, M2 is at level 3 mathematical literacy skills, and M3 are at level 2 mathematics literacy skills. Keyword: Mathematical Literacy ability, level of mathematical literacy, mathematical ability level

Teaching and learning for mathematical literacy

This dissertation reports from research that investigates the nature of teaching and learning for mathematical literacy in three lower secondary schools in Norway. Mathematical literacy is a notion used to denote the competences required to meet the mathematical demands of life in modern society. The importance of education for mathematical literacy is emphasised by The Organisation for Economic Cooperation and Development (OECD), and mathematical literacy has become increasingly prominent in national curricula around the world. In the Norwegian curriculum, mathematical literacy is considered a basic skill that should be developed across school subjects. This study of teaching and learning for mathematical literacy is framed within a cultural-historical perspective on teaching and learning. It draws on cultural-historical activity theory and the theory of objectification. Also, a multifaceted model of mathematical literacy is used to analyse the data. The research uses a cross-sectional case study design involving six school leaders, three mathematics teachers, and their grade 9 students. A qualitative approach to data generation and data analysis was adopted, and the empirical material was generated through interviews and lesson observations. The results of the study show that teaching and learning for mathematical literacy can be improved. Although the teachers recognise the importance of education for mathematical literacy and ways in which this can be done, they need a strategy for implementing it in their teaching. Also, there is an extensive focus on the contextual element of mathematical literacy. This emphasis may be overshadowing other important elements of mathematical literacy and, in this way, narrowing the meaning of mathematical literacy to only involve the use of mathematics in context. Consequently, opportunities for developing mathematical literacy through, for example, critically evaluating the use of mathematical knowledge and tools are not recognised and pursued.publishedVersio

Literasi Matematika pada Masa Pandemi Covid-19

The purpose of writing this article is to examine how mathematical literacy is during the Covid-19 period. The method used is to conclude theoretical studies by reviewing, analyzing, and concluding previous and developed research in the conditions of the Covid-19 pandemic. The author examines learning problems in the Covid-19 era related to mathematical literacy. The results of the study, mathematical literacy is related to real problems. The kinds of mathematical literacy are: spatial literacy, numeracy, and quantitative literacy or data literacy. In conclusion, the existence of learning barriers during the Covid-19 pandemic created solutions and learning strategies to improve mathematical literacy. Keywords: Covid-19, Mathematical Literacy, Pandemi

Penerapan Orbits Mode Data Fitting Untuk Kalibrasi Dipstick

ABSTRACT The purpose of writing this article is to examine how mathematical literacy is during the Covid-19 period. The method used is to conclude theoretical studies by reviewing, analyzing, and concluding previous and developed research in the conditions of the Covid-19 pandemic. The author examines learning problems in the Covid-19 era related to mathematical literacy. The results of the study, mathematical literacy is related to real problems. The kinds of mathematical literacy are: spatial literacy, numeracy, and quantitative literacy or data literacy. In conclusion, the existence of learning barriers during the Covid-19 pandemic created solutions and learning strategies to improve mathematical literacy.   Keywords: Covid-19, Mathematical Literacy, Pandemi

ANALYSIS OF STUDENTS’ MATHEMATICAL LITERACY SKILL IN SOLVING PISA MATHEMATICAL PROBLEMS

This study aims to determine students’ mathematical literacy skills in solving PISA mathematical problems. Mathematical literacy is the capacity of individuals to formulate, use, and interpret mathematics in various contexts. Students’ mathematical literacy skills can be seen in the way students work in solving PISA questions. This study is qualitative descriptive research. Data from the analysis of students’ mathematical literacy skills were obtained through tests in the form of descriptive questions adopted from PISA questions, analysis based on indicators of mathematical literacy skill according to PISA, and the interview results with students who worked on the PISA questions. This study shows that students’ mathematical literacy skills were in the medium to the low category; this can be seen from the percentage of students’ answer scores in working on PISA questions. Therefore, it is necessary to provide reasoning questions such as PISA questions to help students improve their mathematical literacy skills

ANALISIS KEMAMPUAN LITERASI MATEMATIS SISWA SMP PADA MATERI SEGITIGA DAN SEGIEMPAT

This study aims to analyze the level of mathematical literacy skills of junior high school students level 1, 2, and 3 on triangles and rectangles. This research was conducted on 24 students of class VIII one of the public schools in Cirebon Regency with a qualitative descriptive research method. The data collection technique used a mathematical literacy test in the form of material description questions of triangles and squares and field notes. The analysis technique used is the technique of Miles & Hubermen which includes three stages, namely data reduction, data presentation, and drawing conclusions. The results showed that from the 4 mathematical literacy questions given, it was found that level 1 mathematical literacy skills had a fairly high percentage compared to other levels, namely 62.5%, level 2 mathematical literacy skills with a percentage of 21.9%, while mathematical literacy skills level The 3 percentages obtained were 9.7%. The results of this study indicate that students' mathematical literacy skills are still at level 1