KEMAMPUAN LITERASI MATEMATIS SISWA SEKOLAH DASAR DENGAN PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI)

Buyung Buyung(1), Erdi Guna Utama(2*), Putri Nur Asikin(3),

(1) STKIP Singkawang
(2) STKIP Singkawang
(3) STKIP Singkawang
(*) Corresponding Author


Abstract


 

Abstrak

Kemampuan literasi matematis ialah kemampuan merumuskan dan menafsirkan serta menekan penalaran sistematis siswa dalam menerapkan konsep, prosedur, fakta, sebagai alat dalam mendeskribsikan sebuah permasalahan atau fenomena. Pentingnya literasi matematis‚ maka pembelajaran matematika memerlukan strategi yang mampu mengembangkan kemampuan literasi matematis, yaitu model Problem Based Instruction (PBI). Penelitian ini bertujuan: (1) Mengetahui perbedaan tingkat kemampuan literasi matematis siswa dengan menggunakan model pembelajaran PBI dan model pembelajaran langsung; (2) Mengetahui besarnya pengaruh model pembelajaran PBI terhadap kemampuan literasi matematis siswa; (3) Mengetahui respon siswa terhadap pembelajaran matematika menggunakan model pembelajaran PBI. Jenis penelitian ini yaitu quasi eksperimental design dengan desain penelitian nonequivalent control group design. Teknik pengumpulan data yaitu teknik tes berupa uraian soal kemampuan literasi matematis serta angket respon siswa. Teknik analisis data menggunakan uji t dua sampel, uji effect size dan uji persentase. Hasil penelitian menunjukkan bahwa: (1) Adanya perbedaan tingkat kemampuan literasi matematis siswa antara menggunakan model pembelajaran PBI dengan model pembelajaran langsung; (2) Model pembelajaran PBI berpengaruh besar terhadap kemampuan literasi matematis siswa; dan (3) Respon siswa positif terhadap pembelajaran matematika menggunakan model pembelajaran PBI. Dengan demikian diharapkan model pembelajaran PBI dapat diterapkan dalam pembelajaran matematika untuk meningkatkan kemampuan literasi matematis siswa.

Kata kunci: Kemampuan literasi matematis; Model pembelajaran; Problem Based Instruction.

Abstract

Mathematical literacy is the ability to formulate and interpret and suppress students systematic reasoning in applying consepts, procedures, fact, as a tool to describe a phenomena or event. The importance of this ability‚ mathematics learning requires strategies that can develop mathematical literacy skills, one of which is Problem Based Instruction (PBI). The purpose of this study aims to: (1) Konowing the difference in the level of students mathematical literacy skills  using the PBI  learning model and direct learning; (2) Knowing the effect of PBI learning model on students mathematical literacy skills; and (3) Knowing students responses to mathematics learning using using PBI learning model. This type of research is a quasy-eksperimental design with a research design of nonequivalent control group design. The data collection technique used a technique in the form of a description of mathematical literacy skills and non-test in the form of a student response questionnaire. Data analysis technique used two-sample t test, effect size test, and percentage test. The result showed that: (1) There is a difference in the level of students mathematical literacy skills between between using the PBI learning model and direct learning; (2) PBI learning model has a major effect on students mathematical literacy skills and; (3) Students responses are positive towards learning mathematic using PBI learning model. Thus, it is expected that the PBI learning model can be applied in mathematics learning to develop improve mathematical literacy skills.

 

Keywords:Mathematical literacy skills; Learning Model; Problem Based Instruction.


Keywords


Kemampuan literasi matematis; Problem Based Instruction.

References


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DOI: http://dx.doi.org/10.24127/ajpm.v13i3.7636

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