THE NUMERATION OF SCIENCE AND SOCIAL SCIENCE HIGH SCHOOL STUDENTS AND ITS IMPLICATIONS FOR THE ELIMINATION OF MAJORS IN PROTOTYPE CURRICULUM
DOI:
https://doi.org/10.52850/jpn.v23i2.5330Keywords:
Positive dependence, prototype curriculum, mathematical literacy, Story Problems, numeracyAbstract
The prototype curriculum has the characteristics of eliminating majors and emphasizing literacy. This study aims to describe the differences in mathematical literacy (numbering) between students majoring in science and social science. Numeration is a student's ability to solve problems in the context of everyday life. Will the elimination of this department has an impact on the successful implementation of the prototype curriculum?
This study uses a quantitative approach. The type of research is experimental with post-test two groups design. The population is high school students from one of the public schools in North Barito Regency, Central Kalimantan. The sample was selected using purposive sampling because face-to-face learning is limited to a shifting system. The instruments are two numerical problems. The results showed that the mathematical literacy of science students was more than social science students. However, overall student literacy is still low. These conditions need to be anticipated in the prototype curriculum by creating learning that encourages social interaction, positive dependence, and emphasizes the use of mathematical problems.
Downloads
References
Anggraena, Y., Felicia, N., Eprijum, D., Pratiwi, I., Utama, B., Alhapip, L., & Widiaswati, D. 202). Kurikulum Untuk Pemulihan Pembelajaran. Pusat Kurikulum dan Pembelajaran Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Anggraini, K. E., & Setianingsih, R. 2022. Analisis Kemampuan Numerasi Siswa SMA dalam Menyelesaikan Soal Asesmen Kompetensi Minimum (AKM). MATHEdunesa Jurnal Ilmiah Pendidikan Matematika, 11(3), 837–849. https://doi.org/https://doi.org/10.26740/mathedunesa.v11n3.p837-849
Arends, R. I. 2012. Learning to Teach (9th ed.). The McGraw-Hill Companies, Inc.
Cohen, L., Manion, L., & Morrison, K. 2007. Research Methods in Education (6th ed.). Routledge.
Gufron, A. M., Basir, M. A., & Aminudin, M. 2021. Analisis Kesalahan Siswa dalam Menyelesaikan Tes Kemampuan Literasi Numerasi Berdasarkan Newman’s Analysis Error. Seminar Nasional Pendidikan Sultan Agung 2, 2(1), 99–107.
Haqiqi, A. K., & Syarifa, S. N. 2021. Keefektifan Model Problem Based Learning Berbantuan Video dan Liveworksheets Terhadap Kemampuan Pemecahan Masalah Matematis Siswa. Jurnal Pendidikan Matematika (Kudus), 4(2), 193–210. https://doi.org/10.21043/jmtk.v4i2.12048
Mairing, J. P. 2016. Statistika Pendidikan: Konsep dan Aplikasi Menggunakan Minitab dan Excel. Andi Offset.
___________. 2018. Pemecahan Masalah Matematika: Cara Siswa Memperoleh Jalan untuk Berpikir Kreatif dan Sikap Positif. Alfabeta.
Mairing, J. P., Budayasa, I. K., & Juniati, D. 2011. Profil Pemecahan Masalah Siswa Peraih Medali OSN Matematika. Jurnal Pendidikan Dan Pembelajaran, 18(1), 65–71.
Masitoh, Lisda Fitriana, and Harina Fitriyani. "Improving students' mathematics self-efficacy through problem based learning." Malikussaleh Journal of Mathematics Learning 1, no. 1. 2018: 26-30.
Masri, M. F., Suyono, & Deniyanti, P. 2018. Pengaruh Metode Pembelajaran Berbasis Masalah Terhadap Self-Efficacy dan Kemampuan Pemecahan Masalah Matematis ditinjau dari Kemampuan Awal Matematika Siswa SMA. Jurnal Penelitian Dan Pembelajaran Matematika, 11(1), 116–126. https://doi.org/10.30870/jppm.v11i1.2990.
Mulyanto, Heri, Gunarhadi, and Mintasih Indriayu. "The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skilss." International Journal of Educational Research Review 3, no. 2 (2018): 37-45.
National Council of Teachers of Mathematics [NCTM]. 2000. Principles and Standards for School Mathematics. The National Council of Teachers of Mathematics, Inc.
Priyonggo, Hendi Widi, Wardono, and T. S. N. A Asih. "Penggunaan modul agito dalam pembelajaran matematika SMA/SMK untuk meningkatkan kemampuan literasi matematika." PRISMA 2. 2019: 668-678.
Purwanto, A. J. 2021. Pemahaman Siswa Kelas XI SMK Negeri 1 Pujer dalam Menyelesaikan Soal AKM Numerasi. Journal of Mathematics Education and Learning, 1(2), 109–115. https://doi.org/10.19184/jomeal.v1i2.24272
Pusat Asesmen dan Pembelajaran. 2020. AKM dan Implikasinya pada Pembelajaran. Badan Penelitian dan Pengembangan dan Perbukuan Kemdikbud.
Pusat Asesmen dan Pembelajaran. 2021. Kompetensi yang Diukur: Memahami dan Menggunakan Perbandingan Trigonometri. https://hasilun.puspendik.kemdikbud.go.id/akm/akm/soal?j=1&l=5&s=73
Rina, Herna, & Nur Fahri Tadjuddin. 2021. Pengaruh Minat Terhadap Hasil Belajar Matematika Siswa dengan Aktivitas Belajar Sebagai Variabel Intervening. JTMT: Journal Tadris Matematika, 2(1), 19–27. https://doi.org/10.47435/jtmt.v2i1.648.
Sariningsih, R., & Purwasih, R. 2017. Pembelajaran Problem Based Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Self Efficacy Mahasiswa Calon Guru. Jurnal Nasional Pendidikan Matematika, 1(1), 163–177. https://doi.org/ttp://dx.doi.org/10.33603/jnpm.v1i1.275.Anggraini, K. E., & Setianingsih, R. (2022). Analisis kemampuan numerasi siswa SMA dalam menyelesaikan soal asesmen kompetensi minimum (AKM). MATHEdunesa, 11(3), 837-849. doi:10.26740/mathedunesa.v11n3.p837-849
Masitoh, L. F., & Fitriyani, H. 2018. Improving students' mathematics self-efficacy through problem based learning. Malikussaleh Journal of Mathematics Learning, 1(1), 26-30. doi:10.29103/mjml.v1i1.679
Masri, M. F., Suyono, & Deniyanti, P. 2018. Pengaruh metode pembelajaran berbasis masalah terhadap self-efficacy dan kemampuan pemecahan masalah matematis ditinjau dari kemampuan awal matematika siswa SMA [Effect of PBL to self-efficacy and problem solving ability of high school students']. Jurnal Penelitian dan Pembelajaran Matematika, 11(1), 116-126. doi:10.30870/jppm.v11i1.2990
Mulyanto, H., Gunarhadi, & Indriayu, M. 2018. The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skilss. International Journal of Educational Research Review, 3(2), 37-45. doi:10.24331/ijere.408454
Priyonggo, H. W., Wardono, & Asih, T. S. 2019. Penggunaan modul agito dalam pembelajaran matematika SMA/SMK untuk meningkatkan kemampuan literasi matematika. PRISMA, 2, 668-678. Retrieved from https://journal.unnes.ac.id/sju/index.php/prisma/article/view/29215/12883
Sholehah, M., Wisudaningsih, E. T., & Lestari, W. 2022. Analisis kesulitan siswa SMA dalam menyelesaikan soal asesmen kompetensi minimum numerasi berdasarkan teori Polya. Jurnal Pendidikan dan Konseling, 4(4), 65-73. doi:10.31004/jpdk.v4i4.5163
Widiastuti, E. R., & Kurniasih, M. D. 2021. Pengaruh Model Problem Based Learning Berbantuan Software Cabri 3d v2 Terhadap Kemampuan Literasi Numerasi Siswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(2), 1687–1699. https://doi.org/10.31004/cendekia.v5i2.690
Winata, A., Widianti, I. S., & Cacik, S. 2021. Analisis Kemampuan Numerasi dalam Pengembangan Soal Asesmen Kemampuan Minimal pada Siswa Kelas XI SMA untuk Menyelesaikan Permasalahan Science. Educatio, 7(2), 498–508. https://doi.org/10.31949/educatio.v7i2.1090
Yustinaningrum, B. 2021. Deskripsi Kemampuan Literasi Numerasi Siswa Menggunakan Polya Ditinjau dari Gender. Jurnal Sinektik, 4(2), 129–141. https://doi.org/10.33061/js.v4i2.6174
Yusuf, R. M., & Ratnaningsih, N. 2022. Analisis Kesalahan Numerasi Peserta Didik dalam Menyelesaikan Soal Assesmen Kompetensi Minimum. Jurnal Paedagogy: Jurnal Penelitian Dan Pengembangan Pendidikan, 9 (1), 24–33. https://doi.org/10.33394/jp.v9i1.4507
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Jackson Pasini Mairing, Dita Monita, Dony Apriatama, Wiyogo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
