According to the results of observation with teachers it is known that students still considered topic of fractions were difficult. Students often made mistakes in changing and calculating the fraction of operation. One of the causes in their mathematics literacy was low. Mathematics learning commonly stimulated the work of the right brain and left brain only and ignoring anxiety of students when facing fraction of questions. However, the mathematics learning based on cognitive neuroscience is very needed. This research aims to produce learning model prototype in term of improving students’ mathematical literacy with the accompanying impact on the growth of communicative and collaborative skills. The developed model used is 4D (define, design, develop, and disseminate). Methods of data collection used observation, questionnaires, documentation techniques, and tests. The research was conducted in 3 cycles with lesson study for learning communities, each cycle went through 2 stages of a plan-do-see. The research subjects were 40 students in fifth grade of elementary school in the odd semester of 2020. The data were analyzed descriptive qualitatively through data reduction, data presentation, and conclusions. Based on data validation with learning technology experts, learning evaluation experts, and neurosains experts got a good value category, so that the learning model prototype was suitable to use in learning. The results of the pre-test post-test value of the learning implementation were analyzed using the paired sample T-Test obtained by t Stat = -2,87 < t Critical two-tail = 2,02 which was learning model prototype can improve students’ mathematical literacy. The Mathematical anxiety shown a decreasing, the communicative skill of students grew, the collaborative skill had not shown a significant increase. So it can be concluded that the learning model prototype is effective.
Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan literasi matematika siswa dalam menyelesaikan soal TIMSS konten aljabar ditinjau dari pengetahuan deklaratif, prosedural, dan kondisional berdasarkan indikator kemampuan literasi matematika. Penelitian ini menggunakan metode deskriptif kualitatif untuk menggambarkan kemampuan literasi matematis siswa. Sebanyak 9 siswa SMP kelas VIII-B Islam Kunir menjadi subjek dalam penelitian ini. Data dikoleksi menggunakan kuesioner pengetahuan metakognisi, tes kemampuan literasi matematika, serta lembar wawancara. Dihasilkan bahwa siswa dengan pengetahuan deklaratif dalam menyelesaikan soal TIMSS konten aljabar hanya mampu merumuskan masalah nyata dalam pemecahan masalah matematika. Siswa berpengetahuan prosedural dalam menyelesaikan soal TIMSS konten aljabar tergolong tidak mampu pada semua indikator. Pada siswa berpengetahuan kondisional dalam menyelesaikan soal TIMSS konten aljabar hanya mampu merumuskan masalah nyata dalam pemecahan masalah matematika. Siswa belum mampu menggunakan matematika, menafsirkan dan mengevaluasi solusi matematika.The study's objective was to ascertain the mathematical literacy abilities of the students in solving algebraic content TIMSS questions in terms of declarative, procedural, and conditional knowledge based on indicators of mathematical literacy ability. A qualitative descriptive method is used in the research to examine students' mathematical literacy skills. A total of 9 students of class VIII-B Islam Kunir became the subjects of this study. Data were collected using metacognition knowledge questionnaires, mathematical literacy ability tests, and interview sheets. It was found that students with declarative knowledge in solving TIMSS algebraic questions were only able to formulate real problems in solving mathematical problems. Students with procedural knowledge in solving TIMSS questions with algebraic content are classified as unable on all indicators. Students with conditional knowledge in solving TIMSS questions with algebraic content are only able to formulate real problems in solving mathematical problems. Students have not been able to use mathematics, interpret and evaluate mathematical solutions..
Creative thinking was characterized by the emergence of new ideas which was an important skill for students. Lateral thinking was one way to grow new ideas. Generally, related research was carried out to see the thinking process and its level only with the results of the majority of low levels (especially in geometry problems), so further research was needed to find out what were the obstacles. This study aims to find mathematical lateral thinking barriers based on brain dominance. This research was a qualitative research with a case study approach. The instruments were a brain dominance test, creativity questions, and geometry questions for lateral thinking. Triangulation of data collection techniques was carried out To ensure data validity. Obtained two main subjects LCS and RCS. Analysis of subjects' answers, interview and observations transcripts were carried out by coding the inhibiting factors then analyzed by Toulmin's arguments analysis. We findings that left-brain dominant student experience ontogenic barriers in finding something new caused bounded by concepts and right-brain dominant student experience epistemological barriers in finding different ways cause bounded by context. Further research was needed with students who have high mathematical abilities and creativity to find out how to overcome lateral thinking obstacles.
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