%A - Laely Farokhah
%A - Tatang Herman
%A - Wahyudin
%T PENGARUH PEMBELAJARAN RME BERBANTUAN MODUL DIGITAL DAN PEMBELAJARAN SAINTIFIK TERHADAP LITERASI MATEMATIS SISWA KELAS V DITINJAU DARI SELF-REGULATED LEARNING
%I Universitas Pendidikan Indonesia
%L repoupi144149
%K literasi matematis, modul digital, pendekatan saintifik, realistic mathematics education, self-regulated learning.

mathematics literacy, digital module, scientific approach, realistic mathematics education, self-regulated learning.
%O https://scholar.google.com/citations?user=YZ8RkZkAAAAJ&hl=id&oi=ao

ID Sinta Dosen Pembimbing:
Tatang Herman: 5986217
Wahyudin: 5991845
%D 2025
%X Literasi matematis merupakan salah satu kemampuan yang penting dikuasai oleh siswa dan relevan dengan keterampilan abad ke-21. Namun, pentingnya literasi matematis belum sejalan dengan capaian literasi matematis beberapa siswa di sekolah dasar. Beberapa hasil studi menunjukkan literasi matematis siswa masih belum mencapai hasil yang maksimal, sehingga perlu ditingkatkan. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan secara komprehensif perolehan dan peningkatan literasi matematis siswa melalui pembelajaran realistic mathematics education berbantuan modul digital (RME-MD) dan pembelajaran saintifik (PS) ditinjau dari tingkat self-regulated learning (SRL) dan menyusun konjektur yang mengaitkan tingkat self-regulated learning (SRL) dengan literasi matematis (LM) siswa. Penelitian ini merupakan penelitian campuran atau mixed-method research dengan desain explanatory sequential. Pada jenis explanatory sequential design pengumpulan data kuantitatif dilakukan pada tahap pertama dan kemudian tahap kedua dilanjutkan dengan  mengumpulkan data kualitatif. Subjek penelitian ini berjumlah 48 siswa kelas V di salah satu sekolah dasar di kota Bandung, Jawa Barat. Instrumen yang digunakan dalam penelitian ini berupa tes literasi matematis, skala self-regulated learning, pedoman observasi, pedoman wawancara, dan dokumentasi. Dari penelitian ini diperoleh hasil di antaranya 1) terdapat perbedaan perolehan dan peningkatan literasi matematis siswa yang signifikan antara siswa yang memperoleh realistic mathematics education berbantuan modul digital (RME-MD) dan siswa yang memperoleh pembelajaran saintifik (PS) ditinjau dari tingkat self-regulated learning (SRL) siswa; 2) terdapat korelasi positif antara self-regulated learning (SRL) siswa dengan literasi matematis (LM) siswa; 3) literasi matematis siswa yang memiliki tingkat self-regulated learning (SRL) tinggi pada siswa yang belajar dengan realistic mathematics education berbantuan modul digital (RME-MD) dapat merumuskan situasi secara matematis (menyebutkan komponen matematika dan menuliskan representasi matematis), menggunakan konsep matematika, fakta, prosedur, dan penalaran (menyusun strategi untuk menemukan solusi masalah dan memanipulasi data), dan menafsirkan, menerapkan, dan mengevaluasi solusi (menafsirkan solusi dan mengevaluasi solusi).

Mathematics literacy is an essential skill that aligns with the demands of 21st-century competencies. However, the importance of mathematics literacy is not yet reflected in the achievement levels of many elementary school students. Several studies have indicated that students' mathematics literacy remains below optimal levels, highlighting the need for improvement. This study is aimed to analyze and comprehensively describe the acquisition and improvement of students’ mathematics literacy through Realistic Mathematics Education assisted by digital modules (RME-MD) and scientific learning (PS), as viewed from students’ Self-Regulated Learning (SRL) levels, as well as to develop conjectures linking students’ SRL levels to their mathematics literacy (LM). This research employed a mixed-method approach with an explanatory sequential design. In this design, quantitative data collection was conducted in the first phase, followed by qualitative data collection in the second phase. The research subjects consisted of 48 fifth-grade students at an elementary school in Bandung, West Java. The instruments used in this study included a mathematics literacy test, a self-regulated learning scale, observation guidelines, interview guidelines, and documentation. The findings of the study include 1) there is a significant difference in the acquisition and improvement of students’ mathematics literacy between those who received Realistic Mathematics Education assisted by digital modules (RME-MD) and those who received scientific learning (PS), as viewed from their level of Self-Regulated Learning (SRL); 2) there is a positive correlation between students’ Self-Regulated Learning (SRL) and their Mathematics Literacy (LM); 3) students with a high level of Self-Regulated Learning (SRL) who were taught through Realistic Mathematics Education assisted by digital modules (RME-MD) are capable of: formulating mathematically model contextual problems (identifying mathematical components and writing mathematical representations); using mathematical concepts, facts, procedures, and reasoning (developing strategies to find problem solutions and manipulating data); and interpreting, applying, and evaluating solutions (interpreting and evaluating solutions).