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.

No abstract

This study aims to analyze the instruments and abilities of students on material number patterns using the Rasch model. The instrument was tested on 29 8th grade junior high school students consisting of 15 female students and 14 male students. Instrument analysis and student ability using the Rasch model based on instrument difficulty (item measure), student ability level (person measure), Wright map (person-item map), and instrument analysis. The results showed that there was one difficult question, six medium questions, and one easy question. In addition, there were five students with high abilities, sixteen students with medium abilities, and eight students with low abilities. The level of difficulty of the diversity instruments is not far adrift, but the level of student ability varies. The interaction between students and instruments as a whole is bad. The consistency of answers from students is weak, but the quality of the instrument is sufficient.