Mathematical Literacy’s Vocational Students Based on Logical and Numerical Reasoning

Abstract

The research aims is (1) to obtain learning quality of CTL model to students mathematical literacy, (2) to obtain mathematical literacy description based on logical reasoning, (3) to obtain mathematical literacy description based on numerical reasoning and (4) to obtain mathematical literacy description based on logical and numerical reasoning. The research type is descriptive study. The subject is XI AK SMK NU Lasem were taken 6 students high, medium and low logical reasoning, 6 students high, medium, and low numerical reasoning, 6 students high, medium, and low logical and numerical reasoning, 2 students high logical and medium numerical reasoning, 2 students medium logical and high numerical reasoning. The research result is (1) CTL models learning quality for mathematical literacy is good, (2) student mathematical literacy based on high logical reasoning level 4 and 5, medium level 3, low level 1 and 2, (3) student mathematical literacy based on high numerical reasoning level 5, medium level 4, low level 2 and 3, (4) student mathematical literacy based on high logical and numerical reasoning level 5, medium level 3 and 4, high logical and medium numerical reasoning or medium logical and high numerical reasoning level 4 and 5, low level 1 and 2.

Developing patterns of students' mathematical literacy processes: Insights from cognitive load theory and design-based research

“…Based on the synthesis of the explanations provided and the analysis, a CLT framework can be obtained, as shown in Table 2. explanations that can direct students to obtain the required information or material e. Providing opportunities for students to explain information or material in their own language This is in line with previous studies stating that a CLT-oriented learning process can solve mathematical problems (Damayanti, 2013;Ni'mah et al, 2017). CLT-based learning can be an effective method for improving mathematics literacy in seventh grade students.…”

“…This includes reasoning mathematically about the world and making the necessary considerations and decisions as a citizen (De Lange, 2003;OECD, 2017). Based on this, it is clear that knowledge and understanding (content and context) of mathematics are very important, but it is even more important to be able to apply mathematical literacy to solve problems in daily life (Bansilal & Debba, 2012;Colwell & Enderson, 2016;De Lange, 2003;Ni'mah et al, 2017;Umbara & Nuraeni, 2019).…”

Development of M-Learning Teaching Materials on Trigonometric Materials to Improve Mathematic Connection Ability

“…Increasing students' mathematical connection skills are still not maximal inaccuracy. This statement follows the research of Sahriah (2012); Faizal (2015); Ramdhani et al (2016);Ni'mah et al (2017); Sari & Yulianti (2020); and Wati & Ningtyas (2020), which states that errors in performing arithmetic operations or computational skills are caused by the lack of students in mastering the steps or concepts of arithmetic operations that should be used and students' lack of accuracy when solving the problem.…”

“…If the student initially works with the wrong answer, then the final answer will also be wrong. This statement is following research conducted by (Sahriah, 2012: Farida, 2015Faizal, 2015;Rahmi et al, 2017;Ni'mah, 2017;and Wati & Ningtyas, 2020) where errors in performing arithmetic operations or skills Computing is caused by the lack of students in mastering the steps or concepts of arithmetic operations that should be used and the lack of thoroughness of students when solving these problems.…”

Belajar Geometri Transformasi Melalui Model Problem Based Learning Berbantuan Bahan Ajar Etnomatematika

“…Pembelajaran berbasis masalah merupakan pembelajaran yang diawali dengan memberikan masalah di awal pembelajaran. (Nguyen, 2020;Ni'mah et al, 2017;Wulandari & Suparno, 2020). Selain itu melalui masalah siswa sudah dibiasakan untuk melatih kemampuan pemecahan masalah.…”