Kemampuan verbal, kemampuan numerik dan kemampuan literasi matematis merupakan kemampuan yang harus dikuasai siswa. Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan verbal dan kemampuan numerik terhadap kemampuan literasi matematis siswa. Penelitian ini merupakan penelitian korelasi dengan pendekatan kuantitatif. Populasi penelitian ini adalah seluruh siswa kelas V SD Negeri 011 Nongsa yang berjumlah 118 siswa. Teknik pengambilan sampel yang digunakan adalah teknik Sampling Jenuh. Data yang dikumpulkan menggunakan alat tes pilihan ganda telah diperiksa validitas dan reliabilitasnya. Untuk tes kemampuan verbal diperoleh 10 item valid dengan reliabilitas sebesar 0,805, tes kemampuan numerik diperoleh 7 item valid dengan reliabilitas sebesar 0,748, dan tes kemampuan literasi matematis diperoleh 7 item valid dengan reliabilitas sebesar 0,753. Uji prasyarat meliputi uji normalitas, linieritas, heteroskedastisitas, multikolinearitas dan autokorelasi. Hasil penelitian ini menunjukkan bahwa: (1)terdapat pengaruh antara kemampuan verbal dengan kemampuan literasi matematis terlihat dari nilai signifikansi kemampuan verbal (0,007) < taraf signifikansi (0,05). ( 2)terdapat pengaruh antara kemampuan numerik dengan kemampuan literasi matematis terlihat dari nilai signifikansi kemampuan numerik (0,002) < taraf signifikansi (0,05).(3)terdapat pengaruh secara bersama-sama antara kemampuan verbal dan kemampuan numerik dengan kemampuan literasi matematis terlihat dari nilai signifikansi (0,000) < taraf signifikansi (0,05).Kata kunci: Kemampuan literasi matematis; kemampuan numerik ; kemampuan verbal.

Abstrak. Tujuan Umum penelitian untuk mengembangkan modul Analisis Vektor yang valid di Program Studi Pendidikan Matematika UNRIKA. Tujuan khusus penelitian adalah menyediakan produk berupa modul Analisis Vektor berbasis  Konstruktivisme. Untuk mencapai tujuan tersebut, diperlukan suatu rancangan penelitian. Rancangan penelitian ini diuraikan dalam prosedur penelitian, prosedur penelitian yang digunakan model ADDIE yang terdiri dari 5 tahap, yaitu tahap analisis, tahap perancangan, tahap pengembangan, tahap implementasi dan tahap evaluasi.  Instrumen yang digunakan berupa lembar penilaian modul dalam bentuk checklist yang diberikan kepada ahli materi dan ahli media untuk mengukur kevalidan. Data hasil validasi dari validator terhadap seluruh aspek yang dinilai, dianalisis secara kuantitatif dengan memberikan skor sesuai dengan skala yang ditetapkan yaitu pada rentang 1-4 dengan kategori sangat kurang-sangat baik. Hasil skor disajikan dalam bentuk tabel kemudian dicari persentase skor tersebut. Adapun hasil validitas modul dari ahli media diperoleh sebesar 78,92% dengan kategori baik dan validitas modul dari ahli materi sebesar 78,57% dengan kategori baik.Kata Kunci: Analisis Vektor, Konstruktifisme, Modul Abstract. General Purpose of the study to develop a valid Vector Analysis module in the UNRIKA Mathematics Education Study Program. The specific purpose of the research is to provide products in the form of Constructivism-based Vector Analysis modules. To achieve this goal, a research design is needed. The design of this study is described in the research procedure, the research procedure used by ADDIE model consists of 5 stages, namely the analysis stage, the design phase, the development stage, the implementation stage and the evaluation stage. The instrument used was a module assessment sheet in the form of a checklist given to material experts and media experts to measure validity. The validation data from the validator on all aspects that are assessed, are analyzed quantitatively by giving a score according to the specified scale in the range 1-4 with very less-very good category. The score results are presented in the form of tables and then look for the percentage of the score. The results of module validity from media experts were 78,92% with good categories and module validity from material experts was 78,57% with good categories..Keywords: Constructivism, Module, Vector Analysis

Tujuan penelitian untuk menjelaskan kemampuan literasi matematis siswa berdasarkan gaya belajar visual. Intrumen diadaptasi dari soal PISA sebanyak 6 essay test. Jenis penelitian dilakukan secara deskriptif kualitatif. Jumlah populasi sebesar 25siswa dan pengambilan sampel menggunakan purposive sampling berdasarkan pengkategorian siswa dengan gaya belajar visual sejumlah 12siswa. Teknik analisis menggunakan teori Milles and Hubberman. Dari hasil penelitian diperoleh informasi literasi matematisyang berdasarkan pengkategorian gaya belajar secara visual di level 1-5 dengan rata-rata sebesar 75. Dimana persentase terbesar siswa berada pada level 2 yaitu 83.3%. Adapun permasalahannyasiswakesulitan untuk dalam mengkonversikan satuan, menentukan rumus yang tepat, memproses perhitungan dengan baik dan benar serta dalam pengolahan informasi.

One of the psychological factors that affect problem solving ability is mathematical disposition. Students need a positive mathematical disposition that will make them persistent in facing problems and developing good habits in learning mathematics. The condition of Covid-19 outbreak emphasizes the importance of positive mathematical disposition and good problem solving skills. This study aims at describing students' mathematical problem-solving skills based on mathematical dispositions during the Covid-19 Pandemic. This research belongs to a qualitative descriptive study that involved 27 students in the fourth semester as the research subject. The research data were collected from questionnaires, test descriptions, and interviews. The questionnaire results were used to categorize students' mathematical dispositions. It was followed by an interview with two students selected from each group of mathematical disposition categories. The results of tests and interviews were analyzed based on the category of students' mathematical dispositions. The results of this study showed the three categories of students' mathematical dispositions i.e high, moderate, and low. The students with high mathematical dispositions show good mathematical problem-solving skills because they can perform all indicators of mathematical problem-solving abilities. The students of moderate mathematical disposition were only able to perform the 2-3 indicators. The students of the low mathematical disposition category only fulfilled the 1-2 indicators.

Education is the right of all Indonesian citizens guaranteed in Constitution of the Republic Indonesia, including children who are in criminal status. Criminal children are placed in LPKA with a maximum age of 18 years with compulsory education for 9 years. LPKA Batam provides assistance to the package C equivalence program aimed at fulfilling the learning program from the government even though it is in the status of a criminal child. LPKA is conducting moderation in the field of education, namely by online learning related to outbreak of COVID-19 since early 2020 when government implementing the PSBB policy. One of the education programs at LPKA Batam is the package C equivalency learning assistance program wich one subjects is mathematics. The problems in the learning process are the different initial abilities of students and limitations in terms of convenience and flexibility of learning while online. Thus, tutors use Google Meet for virtual meeting learning by providing material in the form of PPT or LKS. The tutor teaches understanding of mathematical concepts according to the curriculum and fosters learning motivation for the target children who take part in the package C equivalence program. At the end of the lesson, the tutor provides an evaluation of the material given as much as one question and is completed directly at the meeting. During the learning process students are very enthusiastic about receiving the material, students can solve routine questions well, but need more assistance in solving non-routine questions. The implementation of the package C equivalence program mentoring activities in mathematics at LPKA Batam went well as seen from the responses of students who played an active role from the beginning to the end of the activity.