Pembelajaran Terintegrasi Stem Untuk Meningkatkan Literasi Matematis Mahasiswa Calon Guru Matematika Pada Perkuliahan Pra-Kalkulus 1

Sulistiawati, Sulistiawati; Juandi, Dadang; Yuliardi, Ricki

doi:10.25157/teorema.v6i1.4727

Cited by 11 publications

(8 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This has an impact on the readiness of students when they enter the world of education. In line with these findings, Sulistiawati (2021) in her research revealed that students' literacy skills are still not optimal. This is evidenced by the students' mathematical literacy ability which shows the medium category.…”

mentioning

confidence: 63%

Analysis of errors in solving mathematical literacy analysis problems using newman

Nuryati

Purwaningsih

Habinuddin

2022

Int.J.Trends.Math.Edu.Research

View full text Add to dashboard Cite

The purpose of this study was to find out student errors in solving problems about mathematical literacy. This study uses a qualitative research approach with sampling method is purposive sampling. The study subjects were three students who were taken based on KAM (Student Initial Ability), namely high, medium, and low ability categories. Each subject is one person per category from the Department of Accounting, Bandung State Polytechnic. This study analyzes student errors in solving mathematical literacy problems in the statistics course for the sub-discussion of hypothesis testing. The error analysis method used is Newman analysis. This study uses two instruments, namely a test instrument with four questions in the form of descriptions and interviews. The data will then be classified into five error categories according to Newman's analysis. The conclusions in this study indicate that there are errors in answering questions, especially for mathematical literacy questions; students are expected to be able to analyze questions in the form of story questions; Understanding the problem instructions and information contained in the problem is the first step in working on mathematical literacy problems so that the level of errors and errors in working on the questions is more resolved. Of the five errors that became the standard for Newman Error Analysis assessment, three errors were made by respondents, namely errors in understanding story questions correctly, errors in transforming story questions into mathematical sentences, and errors in writing the final answer.

show abstract

mentioning

confidence: 63%

Analysis of errors in solving mathematical literacy analysis problems using newman

Nuryati

Purwaningsih

Habinuddin

2022

Int.J.Trends.Math.Edu.Research

View full text Add to dashboard Cite

show abstract

“…Sebagian besar peserta (84,4%) mengalami peningkatan kemampuan pada aspek ini dan hanya sebagian kecil (15,6%) yang menyatakan bahwa pelatihan ini kurang atau tidak meningkatkan kemampuannya dalam hal penyusunan soal-soal HOTS ekonomi. Hasil pelatihan ini selaras dengan hasil penelitian (Vebriana, 2017), (Sulistiawati, Juandi, & Yuliardi, 2021) dan (Novita et al, 2021) bahwa hasil pendidikan dan pelatihan berpengaruh opsitif dan signifikan terhadap kompetensi guru ekonomi se Kota Tegal.…”

Section: Pembahasanunclassified

Pengembangan kemampuan guru ekonomi di Kediri melalui kegiatan pelatihan asesmen kompetensi minimum (AKM)

Anas¹,

Muchson²,

Sugiono³

et al. 2021

Rengganis

View full text Add to dashboard Cite

As one of the components of the national education system, teachers as the spearhead in achieving success in achieving national education goals play a very important role in the implementation of AKM. However, at the operational level of the policy, teachers do not fully understand and have sufficient competence regarding the implementation of AKM. Several problems as identified results show that the economy teachers in the district and city of Kediri: 1) do not understand the concept of AKM, both AKM AN and AKM Class; 2) does not have adequate skills in developing AKM which includes: literacy and numeracy AKM, character survey, and learning environment survey; and 3) do not have sufficient skills in developing HOTS questions for economic lessons. In order to improve the ability of teachers in AKM, training is carried out with the aim of increasing the ability of teachers to: 1) development of AKM materials; 2) development of Class AKM materials; 3) development of character survey instruments; 4) development of learning environment survey instruments; and 5) compilation of HOTS questions. The AKM training methods include: various tutorials / lectures, assignments, discussions, and evaluations. The results of the training show that teachers must have increased competency in the following aspects: AKM knowledge, literacy, numeracy, preparation of article-based AKM questions, and preparation of HOTS questions in economic subjects.

show abstract

“…Namun sebagian besar peserta didik belum mampu menginterpretasikan atau menafsirkan hasil perhitungan ke dalam konteks dunia nyata. Pada siswa tingkat menengah kemampuan literasi sangat rendah, seperti yang diungkapkan Sulistiawati et al, (2021) bahwa sejak tahun 2000 rata-rata prestasi siswa tingkat menengah pertama khususnya dalam matematika selalu berada di bawah rata-rata total. Seperti yang telah diungkapkan oleh para peneliti sebelumnya mengenai kemampuan literasi, peneliti mencoba mengungkap kemampuan literasi pada siswa tingkat menengah atas.…”

Section: Pendahuluanunclassified

Analisis Literasi Matematis Peserta Didik Berdasarkan Dominasi Otak

Muzdalipah

Rustina

Patmawat

et al. 2021

TEOREMA

View full text Add to dashboard Cite

Literasi matematis merupakan kemampuan yang sangat penting karena berkaitan dengan peran dan kegunaan matematika dalam kehidupan sehari-hari. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses literasi matematis peserta didik berdasarkan dominasi otak. Teknik pengambilan data dalam penelitian ini menggunakan think aloud methods. Teknik pengumpulan data berupa tes literasi matematis, pengisian angket dominasi otak, dan wawancara tidak terstruktur. Instrumen yang diberikan yaitu soal literasi matematis dan angket dominasi otak. Subjek penelitian ini yaitu peserta didik kelas XI di SMAN 5 Kota Tasikmalaya. Teknik analisis data yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa peserta didik yang memiliki dominasi otak kiri dapat memenuhi ketiga proses literasi matematis dengan detail, cenderung menggunakan cara analitik dan logis. Sedangkan peserta didik yang memiliki dominasi otak kanan dapat memenuhi ketiga proses literasi matematis dengan cara memvisualisasikan permasalahan tersebut ke dalam gambaran sederhana yang dipahami peserta didik. Kata kunci: Dominasi otak, literasi matematis, think aloud methods

show abstract

Pembelajaran Terintegrasi Stem Untuk Meningkatkan Literasi Matematis Mahasiswa Calon Guru Matematika Pada Perkuliahan Pra-Kalkulus 1

Cited by 11 publications

References 13 publications

Analysis of errors in solving mathematical literacy analysis problems using newman

Analysis of errors in solving mathematical literacy analysis problems using newman

Pengembangan kemampuan guru ekonomi di Kediri melalui kegiatan pelatihan asesmen kompetensi minimum (AKM)

Analisis Literasi Matematis Peserta Didik Berdasarkan Dominasi Otak

Contact Info

Product

Resources

About