Faktor Mathematical Habits of Mind dan Kemampuan Literasi Matematis Siswa SMP di Kabupaten Bandung Barat

Abstract

Putri Eka Indah Nuurjannah et.al (Faktor Mathematical Habits Of Mind dan Kemampuan Literasi Matematis Siswa SMP di Kabupaten Bandung Barat) PENDAHULUAN Matematika terbentuk sebagai pemikiran manusia yang berhubungan dengan ide, proses, dan penalaran (Ruseffendi, 1980). Matematika ialah salah satu mata pelajaran yang dipelajari di setiap jenjang pendidikan, baik dari jenjang sekolah dasar, sekolah menengah, hingga perguruan tinggi. Tujuan matematika sekolah, baik formal maupun material yakni menekankan kepada menata penalaran dan membentuk kepribadian siswa, dan menekankan kepada kemampuan memecahkan masalah dan menerapkan matematika (Ekawati, 2011). Tujuan tersebut tak lepas dari arti matematika itu sendiri, dan mendukung ketercapaian tujuan pendidikan nasional dalam undang-undang nomor 20 tahun 2003, yaitu: "Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggungjawab." Secara sadar ataupun tidak sadar, manusia hidup selalu berdampingan dengan masalah yang kompleks dan perlu adanya sikap kritis dalam menghadapinya dan mampu memprediksi suatu kejadian yang terjadi, serta mampu menyelesaikan masalah tersebut dengan penalarannya yang baik. Oleh karena itu, sangat diperlukan kemampuan literasi matematis. Literasi matematis didefiniskan menurut draft assessment PISA 2015: "mathematical literacy is an individual''s capacity to formulate, employ, and interpret in a variety of contexts. It includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to describe, explain and predict phenomena. It assist individuals to recognise the role that mathematics plays in the world and to make well-founded judgements and decisions needed by constructive, enganged, and reflective citizens." (OECD, 2017).

Learning Habits Shaping Mathematical Literacy: Lens Through the Chronology of Time and Cognitive Processes

“…According to this study, the context of self-study in this study was no different from the time chronology of the activity of reviewing material content carried out by students, which were both carried out outside the class schedule. This study's findings do not conflict with those of Nuurjannah, Hendriana, & Fitrianna (2018), who discovered that mathematical habits of mind impact mathematical literacy skills. This is because the habit of reviewing material content in learning is also associated with convergent or systematic thinking (McGregor, 2021;Yu & Zhu, 2019).…”

Identification of Students Metacognition Levels in Problem-Solving and Mathematical Literacy

“…Furthermore, Setia in Nuurjannah (2018) argues that some internal factors of students can also influence students' problem-solving abilities. Among these internal factors are the level of intelligence (intellectual), attention, interest, talent, motivation, maturity, and readiness.…”

The Use of Realistic Mathematics Education (RME) in Improving Mathematical Analogical Ability and Habits of Mind

“…Besides, the mathematical analogical abilities in the learning process also need to be studied of their affective factors. The dominant effective factor in the learning process is habitual thinking which is often known as habits of mind (Nurjannah, Hendriana, & Fitrianna, 2018;Safitri, 2017). In situations where an individual does not know how to respond to a problem, it is necessary to behave intelligently to overcome it in the sense of not only knowing the information but also knowing how to act.…”