ANASTASYA, CASHIA (2024) KEMAMPUAN LITERASI MATEMATIS SISWA SMP DALAM MENYELESAIKAN SOAL SPLDV DITINJAU DARI GAYA BELAJAR DAVID KOLB. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
Mathematical literacy is very important for students in the formulation, interpretation and application of mathematical concepts to solve everyday problems. This research uses a learning style review of mathematical literacy. Learning styles according to Kolb emphasize the process of processing information. This research aims to determine the mathematical literacy of class VIII junior high school students in terms of learning styles according to David Kolb (divergent, assimilating, converging, and accommodating) in solving SPLDV questions. This research uses a qualitative approach with descriptive research type. The subjects in this study were 12 students with the highest, medium and lowest scores representing each learning style (divergent, assimilating, converging and accommodating). Data collection techniques in this research used the Learning Style Inventory (LSI) questionnaire and mathematics literacy test (LM) to determine research subjects, and interviews. The data analysis technique used according to Miles and Huberman. The data validity technique used is technical triangulation, namely comparing the results of the mathematics literacy test (LM) with interviews. The results of this research show that subjects with an assimilating learning style with very good literacy were able to fulfill the three indicators of the mathematical literacy process in questions number 1 and 3. For question number 2, the subject was unable to formulate the context mathematically. Subjects with an assimilating learning style with good literacy were able to fulfill the three indicators of the mathematical literacy process in question number 1. For question number 2, subjects were unable to formulate the context mathematically and were unable to apply and evaluate the results of problem solving. For question number 3, the subject was unable to fulfill the three indicators of the mathematical literacy process. Subjects with an assimilating learning style with poor literacy were not able to fulfill the three indicators of the mathematical literacy process in the three questions given, however the subjects were able to fulfill 1 process indicator, namely using mathematical concepts, facts, procedures and reasoning in question number 1. Subjects with this style Divergent learning with very good literacy is able to fulfill the three indicators of the mathematical literacy process in questions number 2 and 3. For question number 1, the subject is unable to formulate the context mathematically. Subjects with a divergent learning style with good literacy were able to fulfill the three indicators of the mathematical literacy process in question number 1. For question number 2, the subject was unable to fulfill the three indicators of the mathematical literacy process. For question number 3, the subject was only able to fulfill 1 indicator of the mathematical literacy process, namely formulating the context mathematically. Subjects with a divergent learning style with poor literacy were unable to fulfill the three indicators of the mathematical literacy process in the three questions given, however the subjects were able to fulfill the 2 process indicators, namely using mathematical concepts, facts, procedures and reasoning as well as applying and evaluating the results of problem solving in question number 1. Subjects with a learning style converging with very good literacy were able to fulfill the three indicators of the mathematical literacy process in questions number 1 and 2. For question number 3, the subject was unable to fulfill the three indicators of the mathematical literacy process. Subjects with a learning style converging with good literacy were able to fulfill the three indicators of the mathematical literacy process in question number 1. For questions number 2 and 3, they were unable to fulfill the indicators of the mathematical literacy process. Subjects with a convergent learning style with poor literacy were unable to fulfill the three indicators of the mathematical literacy process in the three questions given. Subjects with an accommodating learning style with very good literacy were able to fulfill the three indicators of the mathematical literacy process in the three questions given. Subjects with an accommodating learning style with good literacy were able to fulfill the three indicators of the mathematical literacy process in question number 1. For questions number 2 and 3, they were unable to fulfill the indicators of the mathematical literacy process. Subjects with an accommodating learning style with poor literacy were unable to fulfill the three indicators of the mathematical literacy process in the three questions given, but the subjects were able to fulfill 1 process indicator, namely using mathematical concepts, facts, procedures and reasoning in question number 1
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Literasi matematis sangat penting bagi siswa dalam perumusan, penafsiran, dan penerapan konsep matematika untuk memecahkan masalah sehari-hari. Penelitian ini menggunakan tinjauan gaya belajar terhadap literasi matematika. Gaya belajar menurut Kolb menekankan pada proses pengolahan informasi. Penelitian ini bertujuan untuk mengetahui literasi matematika siswa kelas VIII SMP yang ditinjau dari gaya belajar menurut David Kolb (divergen, assimilating, converging, dan accommodating) dalam menyelesaikan soal SPLDV. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek pada penelitian ini sebanyak 12 siswa dengan nilai tertinggi, sedang dan terendah yang mewakili setiap gaya belajar (divergen, assimilating, converging, dan accommodating). Teknik pengumpulan data pada penelitian ini menggunakan angket Learning Style Inventory (LSI) dan tes literasi matematika (LM) untuk menentukan subjek penelitian, dan wawancara. Teknik analisis data yang digunakan menurut Miles dan Huberman Teknik keabsahan data yang digunakan adalah triangulasi teknik, yakni membandingkan antara hasil tes literasi matematika (LM) dengan wawancara. Hasil penelitian ini menunjukkan bahwa subjek dengan gaya belajar assimilating dengan literasi sangat baik mampu memenuhi ketiga indikator proses literasi matematis pada soal nomor 1 dan 3. Untuk soal nomor 2, subjek tidak mampu merumuskan konteks secara matematis. Subjek dengan gaya belajar assimilating dengan literasi baik mampu memenuhi ketiga indikator proses literasi matematis pada soal nomor 1. Untuk soal nomor 2, subjek tidak mampu merumuskan konteks secara matematis dan tidak mampu menerapkan dan mengevaluasi hasil penyelesaian masalah. Untuk soal nomor 3, subjek tidak mampu memenuhi ketiga indikator proses literasi matematis. Subjek dengan gaya belajar assimilating dengan literasi kurang baik tidak mampu memenuhi ketiga indikator proses literasi matematis pada ketiga soal yang diberikan, akan tetapi subjek mampu memenuhi 1 indikator proses yaitu menggunakan konsep matematika, fakta, prosedur, dan penalaran pada soal nomor 1. Subjek dengan gaya belajar divergen dengan literasi sangat baik mampu memenuhi ketiga indikator proses literasi matematis pada soal nomor 2 dan 3. Untuk soal nomor 1, subjek tidak mampu merumuskan konteks secara matematis. Subjek dengan gaya belajar divergen dengan literasi baik mampu memenuhi ketiga indikator proses literasi matematis pada soal nomor 1. Untuk soal nomor 2, subjek tidak mampu memenuhi ketiga indikator proses literasi matematis. Untuk soal nomor 3, subjek hanya mampu memenuhi 1 indikator proses literasi matematis, yaitu merumuskan konteks secara matematis. Subjek dengan gaya belajar divergen dengan literasi kurang baik tidak mampu memenuhi ketiga indikator proses literasi matematis pada ketiga soal yang diberikan, akan tetapi subjek mampu memenuhi 2 indikator proses yaitu menggunakan konsep matematika, fakta, prosedur, dan penalaran serta menerapkan dan mengevaluasi hasil penyelesaian masalah pada soal nomor 1.Subjek dengan gaya belajar converging dengan literasi sangat baik mampu memenuhi ketiga indikator proses literasi matematis pada soal nomor 1 dan 2 Untuk soal nomor 3, subjek tidak mampu memenuhi ketiga indikator proses literasi matematis. Subjek dengan gaya belajar converging dengan literasi baik mampu memenuhi ketiga indikator proses literasi matematis pada soal nomor 1. Untuk soal nomor 2 dan 3, tidak mampu memenuhi indikator proses literasi matematis. Subjek dengan gaya belajar converging dengan literasi kurang baik tidak mampu memenuhi ketiga indikator proses literasi matematis pada ketiga soal yang diberikan. Subjek dengan gaya belajar accommodating dengan literasi sangat baik mampu memenuhi ketiga indikator proses literasi matematis pada ketiga soal yang diberikan. Subjek dengan gaya belajar accomodating dengan literasi baik mampu memenuhi ketiga indikator proses literasi matematis pada soal nomor 1. Untuk soal nomor 2 dan 3, tidak mampu memenuhi indikator proses literasi matematis. Subjek dengan gaya belajar accomodating dengan literasi kurang baik tidak mampu memenuhi ketiga indikator proses literasi matematis pada ketiga soal yang diberikan akan tetapi subjek mampu memenuhi 1 indikator proses yaitu menggunakan konsep matematika, fakta, prosedur, dan penalaran pada soal nomor 1 | |||||||||
| Uncontrolled Keywords: | Mathematical Literacy, Learning Style, David Kolb, SPLDV Literasi Matematis, Gaya Belajar, David Kolb, SPLDV | |||||||||
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) Q Science > QA Mathematics |
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| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan > 84202-Jurusan Pendidikan Matematika 02-Fakultas Keguruan dan Ilmu Pendidikan |
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| Depositing User: | CASHIA ANASTASYA | |||||||||
| Date Deposited: | 17 May 2024 09:23 | |||||||||
| Last Modified: | 17 May 2024 09:23 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/35135 |
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- KEMAMPUAN LITERASI MATEMATIS SISWA SMP DALAM MENYELESAIKAN SOAL SPLDV DITINJAU DARI GAYA BELAJAR DAVID KOLB. (deposited 17 May 2024 09:23) [Currently Displayed]
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