PENINGKATAN LITERASI MATEMATIS DAN PERUBAHAN SELF-REGULATED LEARNING DENGAN MODEL PROBLEM-BASED LEARNING DAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION SISWA SMP

Abdurrahman Do. Muhamad Naser, - (2024) PENINGKATAN LITERASI MATEMATIS DAN PERUBAHAN SELF-REGULATED LEARNING DENGAN MODEL PROBLEM-BASED LEARNING DAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION SISWA SMP. S2 thesis, Universitas Pendidikan Indonesia.

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Official URL: https://repository.upi.edu/

Abstract

Literasi matematis adalah kemampuan siswa menggunakan matematika dalam berbagai konteks kehidupan nyata untuk membuat keputusan tepat. Ini mencakup pemahaman, penggunaan, dan interpretasi informasi matematis. Pengembangan literasi matematis memerlukan self-regulated learning (SRL) yang kuat, yang membantu siswa mengatur dan mengontrol proses belajar mereka dengan menetapkan tujuan, memilih strategi efektif, dan mengevaluasi kemajuan secara terus-menerus. SRL dan literasi matematis saling terkait erat, karena SRL memfasilitasi pengembangan kemampuan matematika yang efektif dan berkelanjutan. Untuk mengembangkan SRL dan literasi matematis siswa, penting untuk menerapkan model PBL dengan pendekatan RME. Model ini menekankan pada pemecahan masalah nyata yang relevan dengan kehidupan sehari-hari siswa, memungkinkan mereka menghubungkan konsep matematika dengan situasi kehidupan nyata. Penelitian ini bertujuan untuk menganalisis peningkatan literasi matematis dan perubahan SRL siswa yang memperoleh PBL dengan pendekatan RME, PBL dan DI, serta menganalisis peningkatan literasi matematis dan perubahan SRL siswa berdasarkan KMA dengan ketiga model tersebut. Penelitian ini menggunakan pendekatan kuantitatif dan metode quasi eksperimen dengan desain penelitian non-equivalent control group design. Populasi dari penelitian ini adalah siswa kelas VIII di salah satu SMP Negeri di Kota Bandung tahun ajaran 2023/2024. Sampel yang diambil sebanyak 95 orang siswa kelas VIII yang terdistribusi ke dalam tiga kelas. Instrumen yang digunakan dalam penelitian ini terdiri dari tes literasi matematis dan angket SRL yang telah diuji validitas dan reliabilitasnya. Penelitian ini memperoleh temuan: (1) Terdapat perbedaan peningkatan kemampuan literasi matematis yang signifikan antara siswa yang memperoleh PBL dengan pendekatan RME, PBL, dan DI; (2) Terdapat perbedaan perubahan SRL yang signifikan antara siswa yang mendapatkan PBL dengan pendekatan RME, PBL dan DI; (3) Tidak terdapat perbedaan peningktan kemampuan literasi matematis yang signifikan antara siswa yang memiliki KMA dengan kategori tinggi, sedang dan rendah; (4) Tidak terdapat perbedaan perubahan SRL yang signifikan antara siswa yang memiliki KMA tinggi, sedang, dan rendah; (5) Tidak terdapat perbedaan rata-rata rankning peningkatan kemampuan literasi matematis secara signifikan antara siswa yang memperoleh PBL dengan pendekatan RME, PBL, dan DI untuk kategori KMA tinggi, terdapat perbedaan peningkatan kemampuan literasi matematis secara signifikan antara siswa yang memperoleh PBL dengan pendekatan RME dan DI untuk kategori KMA sedang, serta terdapat perbedaan peningkatan kemampuan literasi matematis secara signifikan antara siswa mendapatkan PBL dengan pendekatan RME dan DI, dan antara siswa yang mendapatkan PBL dan DI untuk kategori KMA rendah; (6) Tidak terdapat perbedaan perubahan SRL secara signifikan antara siswa yang memperoleh PBL dengan pendekatan RME, PBL, dan DI untuk kategori KMA tinggi, sedang, rendah; dan (7) Terdapat hubungan yang signifikan antara peningkatan kemampuan literasi matematis dan perubahan SRL siswa. Kata Kunci: Literasi Matematis, Problem-Based Learning, Realistic Mathematics Education, Self-Regulated Learning. Mathematical literacy is the ability of students to use mathematics in various real-life contexts to make appropriate decisions. It encompasses the understanding, application, and interpretation of mathematical information. The development of mathematical literacy requires strong self-regulated learning (SRL), which helps students manage and control their learning process by setting goals, selecting effective strategies, and continuously evaluating their progress. SRL and mathematical literacy are closely related, as SRL facilitates the effective and sustained development of mathematical skills. To enhance students' SRL and mathematical literacy, it is essential to implement PBL model with RME approach. This model emphasizes solving real-world problems that are relevant to students' daily lives, enabling them to connect mathematical concepts with real-life situations. This study aims to analyze the improvement of mathematical literacy and changes in SRL among students who receive PBL with RME approach, PBL, and DI. Additionally, it examines the improvement of mathematical literacy and changes in SRL based on students' prior mathematical abilities across these three instructional models. The research employs a quantitative approach and a quasi-experimental method with a non-equivalent control group design. The population of this study consists of eighth-grade students from a public junior high school in Bandung for the academic year 2023/2024. A sample of 95 eighth-grade students was selected and distributed across three classes. The instruments used in this study include a mathematical literacy test and an SRL questionnaire, both of which have been validated for reliability and validity. The findings of this research are as follows: (1) There is a significant difference in the improvement of mathematical literacy skills among students who received PBL with the RME approach, PBL, and DI; (2) There is a significant difference in the changes in SRL among students who received PBL with the RME approach, PBL, and DI; (3) There is no significant difference in the improvement of mathematical literacy skills among students with high, medium, and low KMA categories; (4) There is no significant difference in the changes in SRL among students with high, medium, and low KMA categories; (5) There is no significant difference in the average ranking of the improvement of mathematical literacy skills among students who received PBL with the RME approach, PBL, and DI for the high KMA category. There is a significant difference in the improvement of mathematical literacy skills among students who received PBL with the RME approach and DI for the medium KMA category, and there is a significant difference in the improvement of mathematical literacy skills among students who received PBL with the RME approach and DI, and among students who received PBL and DI for the low KMA category; (6) There is no significant difference in the changes in SRL among students who received PBL with the RME approach, PBL, and DI for the high, medium, and low KMA categories; dan (7) There is a significant correlation between the improvement of mathematical literacy and changes in students' self-regulated learning. Keywords: Mathematical Literacy Skill, Problem-Based Learning, Realistic Mathematics Education, Self-Regulated Learning.

Item Type: Thesis (S2)
Additional Information: https://scholar.google.com/citations?user=2BtWgnoAAAAJ&hl=id ID SINTA Dosen Pembimbing: NANANG PRIATNA: 5980973 BAMBANG AVIP PRIATNA MARTADIPUTRA: 6124136
Uncontrolled Keywords: Kata Kunci: Literasi Matematis, Problem-Based Learning, Realistic Mathematics Education, Self-Regulated Learning. Keywords: Mathematical Literacy Skill, Problem-Based Learning, Realistic Mathematics Education, Self-Regulated Learning.
Subjects: L Education > L Education (General)
Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika
Depositing User: Abdurrahman Do. Muhamad Naser
Date Deposited: 07 Sep 2024 17:39
Last Modified: 07 Sep 2024 17:39
URI: http://repository.upi.edu/id/eprint/123289

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