Abstract

This study is a qualitative study with a descriptive approach that aims to describe the level of mathematical literacy of SMP Negeri 5 Semarang students from the perspective of learning independence. The study involved 6 students of class VII H from SMP Negeri 5 Semarang who were divided based on their level of learning independence, identified through questionnaire results as high, medium, and low learning independence. The data collection methods used were tests and interviews. The instruments used included mathematical literacy test, learning independence questionnaire, and interview guide. Data analysis was conducted through condensation, presentation, and conclusion drawing. The results showed that (1) Students with high learning independence managed to master all aspects of mathematical literacy satisfactorily, including communication, mathematization, representation, reasoning, problem-solving strategies, use of symbols, and mathematical tools; (2) Students with moderate learning independence were able to master most aspects of mathematical literacy well, with an emphasis on representation, reasoning, problem-solving strategies, use of symbols, and mathematical tools, although they still need improvement in communication and mathematization; (3) Students with low learning independence have not yet achieved competence in mathematical literacy

There is no Figure or data content available for this article

References

• Ahmad, M., & Nasution, D. P. (2019). Peningkatan Kemampuan Literasi Matematika Siswa Sekolah Menengah Pertama melalui Pendekatan Kontekstual. Jurnal Education and Development, 7(2), 103-112. https://doi.org/10.37081/ed.v7i2.883.

  Amelia, I., Pujiastuti, H., Fathurrohman, M., Santosa, C. A. H. F., & Fatah, A. (2023). Systematic Literatur Review: Kemampuan Literasi Matematis Ditinjau dari Motivasi Belajar Matematika. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(2). https://doi.org/10.54371/jiip.v6i2.1281

  Anggriani, S. (2020). Kemampuan Numerasi Siswa Kelas VII dalam Menyelesaikan Soal Tipe Hots Pada Materi Operasi Hitung Bilangan Bulat. Skripsi.

  Haara, F. O., Bolstad, O. H., & Jenssen, E. S. (2021). Research on mathematical literacy in schools - Aim, approach and attention. European Journal of Science and Mathematics Education, 5(3). https://doi.org/10.30935/scimath/9512

  Han, W., Susanto, D., Dewayan, S., Pandora, P., Hanifah, N., Miftahussururi, Nento, M. N., & Akbari, Q. S. (2017). Materi Pendukung Literasi Numerasi [Numeracy Literacy Support Materials]. In Kementerian Pendidikan dan Kebudayaan.

  Hertiandito, Tito. L. (2016). Kemampuan Literasi Matematika Siswa SMP Pada Pembelajaran Knisley dengan Tinjauan Gaya Belajar. Prisma : Prosiding Seminar Nasional Matematika, 2011.

  Iwamoto, D. H., Hargis, J., Bordner, R., & Chandler, P. (2017). Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning. International Journal for the Scholarship of Teaching and Learning, 11(2). https://doi.org/10.20429/ijsotl.2017.110207

  Juniansyah, J., Mariyam, M., & Buyung, B. (2023). Kemampuan Literasi Matematis Siswa Kelas VIII Ditinjau dari Kemandirian Belajar. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(2). https://doi.org/10.31004/cendekia.v7i2.2224

  Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2). https://doi.org/10.12973/ejmste/76959

  Mahmud, M. R., & Pratiwi, I. M. (2019). Literasi Numerasi Siswa Dalam Pemecahan Masalah Tidak Terstruktur. KALAMATIKA Jurnal Pendidikan Matematika, 4(1). https://doi.org/10.22236/kalamatika.vol4no1.2019pp69-88

  Maulidina, A. P. (2019). Profil Kemampuan Numerasi Siswa Sekolah Dasar Berkemampuan Tinggi Dalam Memecahkan Masalah Matematika. Jurnal Bidang Pendidikan Dasar, 3(2). https://doi.org/10.21067/jbpd.v3i2.3408

  Nurhikmah. (2019). Analisis Kemampuan Literasi Matematika Siswa Tipe Climbers Pada Kelas X Mia SMA Negeri 1 Takalar Berdasarkan Gender. Jurusan Teknik Kimia USU, 3(1).

  OECD. (2019). PISA 2018 Assessment and Analytical Framework. In OECD Publishing. https://doi.org/10.1787/b25efab8-en

  Sugioyono. (2022). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. In METODE PENELITIAN Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

  Sumarni, C., & Sumarmo, U. (2016). Penalaran Matematik Dan Kemandirian Belajar Siswa Smp Melalui Pembelajaran Generatif. Edusentris, 3(3). https://doi.org/10.17509/edusentris.v3i3.239

  Taherdoost, H. (2021). Data Collection Methods and Tools for Research; A Step-by-Step Guide to Choose Data Collection Technique for Academic and Business Research. In International Journal of Academic Research in Management (IJARM) (Vol. 2021, Issue 1).

  Tambunan, T. D. A., & Mukhtar. (2023). Penerapan Model Pembelajaran Problem Based Learning Berbantuan Geogebra Untuk Meningkatkan Kemampuan Literasi Matematis Siswa Kelas X SMA Negeri 4 Medan. Journal of Student Research (JSR), 1(3), 75-98. https://doi.org/10.55606/jsr.v1i3.1260

  Unlu, M., Ertekin, E., & Dilmac, B. (2017). Predicting relationships between mathematics anxiety, mathematics teaching anxiety, self-efficacy beliefs towards mathematics and mathematics teaching. International Journal of Research in Education and Science, 3(2). https://doi.org/10.21890/ijres.328096

  Wijayanti, P., & Matematika, J. (2020). Analisis literasi matematika ditinjau dari kemandirian belajar siswa SMP pada pembelajaran DAPIC-Problem-Solving pendekatan PMRI berbatuan schoology. PRISMA, Prosiding Seminar Nasional Matematika, 3.

  Yustianingsih, R., Syarifuddin, H., & Yerizon, Y. (2017). Pengembangan Perangkat Pembelajaran Matematika Berbasis Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik Kelas VIII. JNPM (Jurnal Nasional Pendidikan Matematika), 1(2). https://doi.org/10.33603/jnpm.v1i2.563

There is no Supplemental content for this article.

How to Cite This

Article Metrics

Copyright and Permissions

Authors published in this journal agree to the following terms:

• The copyright of each article is retained by the author (s) without restrictions
• The journal allows the author(s) to retain publishing rights without restrictions
• The author grants the journal the first publication rights with the work simultaneously licensed under the Creative Commons Attribution License, allowing others to share the work with an acknowledgement of authorship and the initial publication in this journal.
• Authors may enter into separate additional contractual agreements for the non-exclusive distribution of published journal versions of the work (for example, posting them to institutional repositories or publishing them in a book), with acknowledgement of their initial publication in this journal
• Authors are permitted and encouraged to post their work online (For example in the Institutional Repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and larger citations of published work
• Articles and all related material published are distributed under a Creative Commons Attribution-4.0 International Public License (CC - BY 4.0).

 

License

AlphaMath: Journal of Mathematics Education is licensed under a Creative Commons Attribution- 4.0 International Public License (CC - BY 4.0).

You are free to :

Share — copy and redistribute the material in any medium or format

Adapt — remix, transform, and build upon the material for any purpose, even commercially

Data Availability