Analisis Kemampuan Literasi Matematika Siswa Pada Konten Space and Shape

Abstract

Kemampuan literasi matematika masih menjadi tren di dunia pendidikan saat ini. PISA merupakan salah satu studi yang mengukur kemampuan siswa dalam proses penalaran, memberikan argumen dan pemecahan masalah. Dari beberapa konten yang diukur, peneliti memfokuskan pada space and shape materi pythagoras. Pertanyaan pada penelitian ini adalah bagiamana kemampuan literasi siswa pada konten space and shape materi pythagoras. Pada penelitian ini, peneliti menggunakan pendekatan kualitatif dengan metode observasi, dokumentasi dan wawancara. Hasil penelitian menunjukkan sebanyak 80% siswa berada pada level di bawah 1 dan 20% berada pada level 1. Dari beberapa indikator yang dinilai pada aspek communication menunjukkan skor rata- rata 3,13; skor komponen mathematising rata- rata 2,13; skor komponen representation rata- rata 2,33; skor komponen reasoning and argument rata- rata 2,13; skor devising strategies and solving problem 2,56; komponen using symbolic, formal and technical language and operation memperoleh skor rata- rata 3,00; dan skor rata- rata kemampuan using mathematics tools memperoleh skor 2,66. Hasil penelitian menunjukkan bahwa kemampuan literasi siswa pada konten space shape masih sangat rendahABSTRACTMathematical literacy is still a trend in the world of education today. PISA is one study that measures the ability of students in the process of reasoning, providing arguments and problem solving. From some of the content measured, researchers focus on the space and shape of pythagorean material. The question in this study is how the literacy ability of students in the content space and shape pythagorean material. In this study, researchers used a qualitative approach with methods of observation, documentation and interviews. The results showed as many as 80% of students were at the level below 1 and 20% were at level 1. Of the several indicators assessed on the communication aspect showed an average score of 3.13; the average score of the mathematising component is 2.13; average component score score of 2.33; the reasoning and argument component score averaged 2.13; score devising strategies and solving problems 2.56; components using symbolic, formal and technical language and operation obtain an average score of 3.00; and the average score of ability to use mathematics tools obtain a score of 2.66. The results showed that the literacy ability of students in space shape content was still very low.

Analysis of Students’ Mathematical Literacy Skill in Solving Pisa Mathematical Problems

“…The representation ability is the ability to represent mathematical objects such as graphs, tables, diagrams, pictures, equations, formulas, and other concrete forms. This result is in line with research conducted by Munfarikhatin, Natsir, and Merauke (2020), stating that some students have not been able to use their mathematical skills to solve PISA mathematics problems related to change and relationship contents. Meanwhile, Hasibuan, Fauzi, and Mukhtar (2019) stated that students' mathematical literacy skills in change and relationship contents are generally above average and classified as quite good.…”

The description of Indonesian student mathematics literacy in the last decade

“…Research on junior high school students was carried out on 8th grade students, there were 6 research articles and 9th grade students two research articles. 1) Research on 8th graders was conducted at SMP N 1 Winong, Pati, Central Java (Munfarikhatin & Natsir, 2020) which showed that students' literacy skills on space shape content were still very low; 2) Research on 8th grade students at SMP Negeri 2 Wonopringgo, Pekalongan, Central Java (Khaerunisak et al, 2017)…”

Identifikasi Kemampuan Literasi Matematika Siswa Kelas IX SMP Dalam Menyelesaikan Soal PISA Konten Space and Shape

“…Hal ini berarti siswa belum mampu menggunakan operasi matematika dengan benar, serta belum mampu menggunakan keterampilan matematikanya untuk menyelesaikan soal matematika yang paling mudah (OECD, 2013). Siswa berkemampuan rendah hanya mampu menempati level 3, siswa berkemampuan sedang dan siswa berkemampuan tinggi menempati level 4 yang disebabkan karena siswa tidak terbiasa dengan soal-soal dalam konteks kehidupan sehari-hari yang kompleks yang memerlukan penalaran logis (Munfarikhatin & Natsir, 2013).…”