TAPPS with Metaphorical Thinking Approach Assisted by Class Dojo to Improve Mathematical Literacy Skills

Abstract

The purpose of this research is to determine the learning quality of Think Aloud Pair Problem Solving learning model with metaphorical thinking approach assisted by Class Dojo to students' mathematical literacy skills. The research method used in this research is a quantitative method with a pretest-posttest control group design. The population in this research was VII graders students of SMP Negeri 9 Salatiga 2019/2020. The sample in this study was taken using simple random sampling technique with class VII B as the experimental class and class VII C as the control class. The results showed that the TAPPS learning model with metaphorical thinking approach assisted by Class Dojo has a quality to improve mathematical literacy skills. This is indicated by the average score of the learning device validation at the planning stage which is very good. The observation results of learning implementations and student responses were categorized as very good. In the evaluation stage, it shows that students after participating in the TAPPS learning model with metaphorical thinking approach assisted by Class Dojo can achieve more than the minimum completeness criteria (MCC) individually or classically, The proportion of classical completeness of student's mathematical literacy skill with the TAPPS learning model with metaphorical thinking approach assisted by Class Dojo is better than the proportion of classical completeness of student's mathematical literacy skill with the problem based learning model with scientific approach assisted by Google Classroom, and there is an increase in the average score of student's mathematical literacy skills taught by TAPPS learning model with metaphorical thinking approach assisted by Class Dojo.

Students' Mathematical Communication Skills in Solving Quadratic Equation Problems

“…In reality mathematics is considered a difficult and confusing subject. Mathematics as an exact science for children is generally an unsensitized subject, if not some hated subjects (Wardono & Mariani, 2014).…”