IMPLEMENTATION OF PBL-HOTS MODEL TO STUDENTS MATHEMATICAL LITERACY SKILL

Aan Hasanah(1*), Dwi Haryanto(2), Maya Evayanti(3), Annisa Ul Husnah(4), Samsudin Samsudin(5), Rosida Marasabessy(6),

(1) Universitas Pendidikan Indonesia
(2) SMP Labschool UPI, Bandung, Indonesia
(3) SMP Labschool UPI, Bandung, Indonesia
(4) Universitas Pendidikan Indonesia
(5) Universitas Pendidikan Indonesia
(6) Universitas Pendidikan Indonesia
(*) Corresponding Author


Abstract


The purpose of this study was to determine the mathematical literacy ability of students in solving HOTS questions before and after applying the PBL-HOTS model on gradient of perpendicular line. In addition, the purpose of this article is to find out student responses to the PBL-HOTS model learning implemented. This research is descriptive research with a qualitative approach. Data collection techniques were used tests, questionnaires, and documentation. The subjects of this study were 25 students of class VIII SMP Lab school UPI who had high, medium, and low mathematical abilities. This study uses 15 test questions and 19 statements in the questionnaire consisting of 7 negative statements and 12 positive statements. The analysis technique in this study consists of three stages, namely 1) data reduction; 2) data display; 3) drawing conclusions and verification. The results showed that students' mathematical literacy skills in solving HOTS questions before the implementation of PBL-HOTS were 18 students identified as failing, 1 student identified as lacking, 4 students identified as adequate, and 2 students identified as very good. Meanwhile, the students' mathematical literacy skills after implementing the PBL-HOTS model were 9 students identified as failing, 1 less, 8 enough, 3 good, and 4 very good. In addition, from the results of the percentage of students' attitude questionnaires towards the learning carried out, it shows that on average 25 students of class VIII SMP Lab school UPI have a good attitude towards the teaching carried out or on intermediate students like or match learning using the PBL-HOTS model in improving their mathematical literacy ability. The results of this study are expected to be used as information about the mathematical literacy skills of junior high school students. They can be helpful in education, especially mathematics teaching, which can use the PBL-HOTS model in improving the mathematical literacy skills of junior high school students.


Keywords


HOTS; Mathematical Literacy; PBL

Full Text:

PDF

References


Boone, W. J., Staver, R. J., & Yale, S. M. (2014). Rasch Analysis in the Human Sciences. Springer.

De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 19(5), 657-662.

Dinni, H. N. (2018). HOTS (High Order Thinking Skills) dan kaitannya dengan kemampuan literasi matematika. In PRISMA, Prosiding Seminar Nasional Matematika (Vol. 1, pp. 170-176)

Gagne, Roberts M. (1985). The Cognitive Psychology of School Learning, Boston Toronto: Little, Brown and Compant.

Hidayat, R., Roza, Y., & Murni, A. (2019). Peran penerapan model problem based learning (pbl) terhadap kemampuan literasi matematis dan kemandirian belajar. Juring (Journal for Research in Mathematics Learning), 1(3), 213-218.

Istiandaru, A. (2014). PBL Pendekatan Realistik Saintifik dan Asesmen PISA untuk Meningkatkan Kemampuan Literasi Matematika. Unnes Journal of Mathematics Education Research, 3(2).

Kebudayaan, K. P. (2013). Implementasi Kurikulum 2013. Jakarta: Badan Penelitian dan Pengembangan Pusat Kurikulum.

Kemendikbud.(2013). Materi Pelatihan Guru Matematika SMP/MTs tentang Implementasi Kurikulum

Muharomah, N. N., & Setiawan, E. (2020). Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Kemampuan Literasi Matematis Siswa SMP. UNION: Jurnal Ilmiah Pendidikan Matematika, 8(3), 389-400.

OECD. (2019). PISA 2018 Results: Combined Executive Summaries, Volume I, II, & III. OECD Publishing. Available at: https://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_2018.pdf

Pamungkas, M. D., & Franita, Y. (2019). Keefektifan problem based learning untuk meningkatkan kemampuan literasi matematis siswa. JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika), 5(2), 75-80.

Santoso, R. M., & Setyaningsih, N. (2020). Literasi matematika siswa dalam menyelesaikan soal HOTS bentuk aljabar berdasarkan kemampuan matematika.

Saputra, Hatta. 2016. Pengembangan Mutu Pendidikan Menuju Era Global: Penguatan

Mutu Pembelajaran dengan Penerapan HOTS (High Order Thinking Skills).

Bandung: SMILE’s Publishing

Sari, N. (2017). Pengembangan Bahan Ajar Materi Persamaan Garis Lurus Berbasis Pendekatan Pendidikan Matematika Realistik Indonesia (Pmri). Jurnal Dosen Universitas PGRI Palembang.

Sari, R. H. N. (2015). Literasi Matematika: Apa, Mengapa dan Bagaimana. In Seminar Nasional matematika dan pendidikan matematika UNY (Vol. 8). Yogyakarta: Universitas Negeri Yogyakarta.

Setiawan, H., & Dafik, N. D. S. L. (2014). Soal matematika dalam PISA kaitannya dengan literasi matematika dan keterampilan berpikir tingkat tinggi. In Prosiding Seminar Nasional Matematika, Universitas Jember.

Steen, L. A., Turner, R., & Burkhardt, H. (2007). Developing mathematical literacy. In Modelling and applications in mathematics education (pp. 285-294). Springer, Boston, MA.

Sumintono, B., & Widhiarso, W. (2014). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi). Trim Komunikata Publishing House.

Widodo, T., & Kadarwati, S. (2013). Higher order thinking berbasis pemecahan masalah untuk meningkatkan hasil belajar berorientasi pembentukan karakter siswa. Jurnal Cakrawala Pendidikan, 5(1).

Widyaswara, I. B., & Pertiwi, R. D. (2018, February). Melatih Literasi Matematis Siswa SMP Melalui Problem Based Learning Berbasis Budaya Rembang Berbantuan Edmodo. In Prosiding Seminar Nasional Pendidikan Matematika Etnomatnesia.

Wijaya, A., Van den Heuvel-Panhuizen, M., & Doorman, M. (2015, February). Identifying ways to improve student performance on context-based mathematics tasks. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 944-950).




DOI: http://dx.doi.org/10.24127/ajpm.v11i1.4588

Refbacks

  • There are currently no refbacks.