Analisis Literasi Numerasi Pada Materi Persamaan Dan Pertidaksamaan  Nilai Mutlak Linear Satu Variabel Dikaji Dari Kecerdasan Emosional

Putri, Esa Sandi; Yusmin, Edy; Nursangaji, Asep

doi:10.26418/ja.v2i2.51508

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…Hal ini sependapat dengan penelitian yang dilaksanakan oleh (Sudirman et al, 2018) siswa yang tergolong kategori rendah adalah siswa yang kesulitan pada setiap indikatornya, kesulitan tersebut hal ini diakibatkan oleh ketidakbiasaan siswa dalam memecahkan masalah narasi. Kesulitan lain yang dihadapi yaitu kesalahan dalam menganalisis informasi yang disajikan (Putri et al, 2021). Selain itu, pendapat lain yang dikemukakan oleh (Dwidarti et al, dalam Putri et al, 2023)…”

Section: Kemampuan Literasi Numerasi Matematis Kategori Rendahunclassified

Kemampuan Literasi Numerasi Matematis Siswa Dalam Memecahkan Masalah Barisan Dan Deret Aritmatika

Nisa,

Ramlah

2024

JP2M (J. Pendidik. Pembelajaran Mat.)

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This research aim to describe students’ numeracy literacy skills in solving mathematics problems in the form of story problems. The students involved were class X students at one of 36 high schools in Karawang district, then selected 3 students with high, medium, and low numeracy literacy skills. The method used is a case study research method with a qualitative descriptive approach. The data collection technique usedin this survey is a two dimensional description test of arithmetic rows and rows, documentation, and interviews. The data analysis technique is in the formof an aveage percentage for each indicator of numeracy literacy ability, availability of subject to be intervewed, subject answer and conclusions. The results of the study show that the subject with high numbering numeracy literacy is capable of solving problems using symbols and numbers, able to analyze the information presented, and able to interpret the result of the analysis to draw the conclusion correctly, where as the subjects with the literacy of categorical numeration are not capable of interpreting the results of analysis, and subject with low category numerational literacy does not meet the three indicators of numerational literacy, this is because the student isnot accustomed to working on the story. It was concluded that the numerical literacy of the entire student was categorized quite well.

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Section: Kemampuan Literasi Numerasi Matematis Kategori Rendahunclassified

Kemampuan Literasi Numerasi Matematis Siswa Dalam Memecahkan Masalah Barisan Dan Deret Aritmatika

Nisa,

Ramlah

2024

JP2M (J. Pendidik. Pembelajaran Mat.)

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“…Orang dengan gaya kognitif impulsif kurang cermat, langsung mengerjakan, sehingga jawaban yang diperoleh banyak namun cenderung salah (Warli, 2014). Lebih lanjut dijelaskan tidak selalu peserta didik yang memiliki kecerdasan emosional sedang juga memiliki literasi numerasi yang cukup baik (Putri, Yusmin, & Nursangaji, 2021). Sejalan dengan itu gaya kognitif reflektif dalam menyelesaikan soal membutuhkan waktu yang lama namun hasil yang diperoleh cenderung benar atau akurat sedangkan gaya kognitif impulsif terkesan terburu-buru dalam menjawab dan cenderung salah (Patta, Muin, & Mujahidah, 2021).…”

Section: Hasil Dan Pembahasanunclassified

Analisis Kemampuan Literasi Numerasi Mahasiswa Ditinjau Dari Gaya Kognitif Reflektif Dan Impulsif

Simamora¹,

Akhiruddin²

2022

jumadika

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During the Covid-19 pandemic, there was a change in the education system, namely regular or face-to-face Numerical literacy ability is the ability or skill in using various kinds of numbers and symbols related to basic mathematics to solve practical problems in the context of everyday life. This study aims to determine the numeracy literacy ability of students in solving math problems in terms of reflective and impulsive cognitive styles. In looking at students' numeracy literacy skills, indicators of numeracy literacy abilities are used which are adjusted to the stages of the problem solving process. This research is a descriptive research with a qualitative approach. The research subjects consisted of 23 students of the Mathematics Education Study Program at the University of Papua. Data collection consisted of a numeracy literacy test, an MFFT (Matching Familiar Figure Test) test to determine cognitive style, interviews and documentation. The results of the MFFT test showed that there were 11 students with a reflective cognitive style, 9 students with an impulsive cognitive style, 1 student with a low accurate cognitive style, and 2 students with a fast accurate cognitive style. After that, 2 subjects with a reflective cognitive style were obtained which were supported by 2 subjects who had a tendency for a reflective cognitive style and 2 subjects who had an impulsive cognitive style. The results showed that the reflective subject one (SR1) the first reflective student completed the numeracy literacy problem in 91 minutes and the reflective subject two (SR2) completed the problem in 98 minutes, where the two subjects with the minute reflective style had exceeded the predetermined maximum time limit, namely 90 minutes. Impulsive subject one (SI1) completed the numeracy literacy test in 32 minutes. The second impulsive subject (SI2) completed the numeracy literacy test questions within 40 minutes. The two students completed it faster than the specified time limit of 90 minutes. Subjects with a cognitive-reflective style in solving problems take a long time but the results obtained tend to be correct or accurate, while subjects with an impulsive cognitive style seem to be in a hurry to answer and tend to be wrong

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“…Research from Putri et al (2023) shows that Advanced Base learning projects are powerful on understudies' computational capacities in taking care of central school numerical statements. According to previous research by Samala et al (2019), students will gain valuable experience that will help them deal with debates and everyday events in society in the future if they learn computational thinking and mathematical thinking skills that are tailored to their cognitive style.…”

Section: Introductionmentioning

confidence: 99%

Computational Thinking (CT)-based Student Worksheet to Improve the Mathematical Literacy of Mathematics Prospective Teacher

Maharani,

Susanti,

Andari

et al. 2023

AIJP

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Mathematical Literacy ability has important for prospective mathematics teachers. It is closely related to Computational Thinking (CT). The aim of this study is to produce CT-students worksheets to improve the mathematical literacy of prospective mathematics teachers. The development study using model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Thirty-seven would-be maths teachers participated in the study's sixth semester. Subject criteria are students who are not familiar with CT. The instruments in this study were CT-based student worksheets, validation sheets, student response questionnaires, pre-test and post-test questions. The results showed that CT-based student worksheets met the criteria of valid (validity percentage of 84.5%), practical (practicality percentage of 88.68%), and effective (N-gain value of 46.91%). Based on these results, it's appropriate to conclude that CT-based student papers can help students who want to become math teachers learn more about math. Recommendations for further research can be made on the development of a wider material and a wider subject as well.

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Analisis Literasi Numerasi Pada Materi Persamaan Dan Pertidaksamaan Nilai Mutlak Linear Satu Variabel Dikaji Dari Kecerdasan Emosional

Cited by 4 publications

References 3 publications

Kemampuan Literasi Numerasi Matematis Siswa Dalam Memecahkan Masalah Barisan Dan Deret Aritmatika

Kemampuan Literasi Numerasi Matematis Siswa Dalam Memecahkan Masalah Barisan Dan Deret Aritmatika

Analisis Kemampuan Literasi Numerasi Mahasiswa Ditinjau Dari Gaya Kognitif Reflektif Dan Impulsif

Computational Thinking (CT)-based Student Worksheet to Improve the Mathematical Literacy of Mathematics Prospective Teacher

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