Penelitian ini bertujuan untuk menganalisis literasi siswa dalam memecahkan soal matematika. Penelitian ini menghasilkan deskripsi mengenai literasi matematika siswa yaitu merumuskan (formulate), menerapkan (employ), dan menafsirkan (interpret) dalam memecahkan soal PISA 2012. Siswa yang dipilih sebagai subjek berjumlah 2 siswa kelas X SMA. Instrumen yang digunakan adalah tiga soal PISA konten ruang dan bentuk yang diterjemahkan ke dalam bahasa Indonesia. Penelitian yang dilakukan merupakan penelitian deskriptif kualitatif dimana peneliti melakukan wawancara terhadap subjek penelitian untuk menggali informasi sebanyak mungkin tentang literasi matematika siswa. Data diperoleh menggunakan pedoman wawancara semiterstruktur, lembar jawaban siswa, serta rekaman video. Selanjutnya data yang diperoleh dianalisis dengan menggunakan triangulasi sumber. Berdasarkan hasil dan pembahasan diperoleh kesimpulan bahwa siswa mempunyai literasi matematika dalam menyelesaikan soal PISA konten ruang dan bentuk. Kemampuan merumuskan (formulate) nampak dari hasil kerja dan penjelasan siswa dalam menyelesaikan soal Pembelian Apertemen (soal PISA 2012 kode : PM00FQ01 – 019). Siswa mampu menjelaskan sisi-sisi minimal yang harus diketahui untuk menentukan luas apartemen tersebut. Kemampuan menerapkan (employ) nampak dari hasil kerja dan penjelasan siswa dalam menyelesaikan soal Tumpahan Minyak (soal PISA 2012 kode : PM00RQ01 – 019). Siswa mampu menentukan taksiran luas minyak dengan pendekatan luas persegipanjang. Kemampuan menafsirkan (interpret) nampak dari hasil kerja dan penjelasan siswa dalam menjelaskan soal Tumpukan Dadu (soal PISA 2012 kode : PM937Q01 – 0129). Siswa mampu menafsirkan dan menentukan jumlah titik yang nampak dari atas dengan cara mengaitkan dengan konteks kehidupan nyata. Kata Kunci: literasi matematika, PISA, ruang dan bentuk Abstract This study aims to analyze students' literacy in solving math problems. This research produces a description of students' mathematical literacy that formulate, apply, and interpret in solving PISA 2012. The students are selected as subject of 2 students of class X SMA. The instruments used are three PISA questions of space and form content translated into Indonesian. The research is a qualitative descriptive research where researchers conduct interviews on research subjects to explore as much information as possible about students' mathematical literacy. Data were obtained using semi-structured interview guidelines, student answer sheets, and video recordings. Further data obtained were analyzed by using source triangulation. Based on the results and the discussion obtained the conclusion that students have the math literacy in solving the problem of PISA content space and shape. The ability to formulate appears from the work and explanation of students in solving the problem of Purchase Apartment (PISA 2012 question code: PM00FQ01 - 019). Students are able to explain the minimum sides that must be known to determine the area of the apartment. Ability to apply (employ) visible from the work and explanation of students in solving the problem Oil Spill (about PISA 2012 code: PM00RQ01 - 019). Students are able to determine the wide estimate of oil with wide-ranging approach. Ability to interpret (interpret) visible from the work and explanation of students in explaining the problem of Dice Pile (about PISA 2012 code: PM937Q01 - 0129). Students are able to interpret and determine the number of points that appear from above by linking with the real-life context. Keywords: mathematical literacy, PISA, space and shape
Modules are teaching materials that can be used by teachers in providing material during learning. In addition, the module is a support for learning activities. Even so, many teachers still who cannot compile modules to assist them in teaching and developing their potential. Therefore, this independent curriculum-based teaching module preparation training activity will provide benefits for teachers and students. Teachers will be able to teach well with existing teaching materials and can improve the quality of educator skills, and students get structured and systematic material. The methods used in community service activities are discussions, lectures, questions and consultations. Lectures and discussions are conducted to convey material regarding learning modules in general, while consultations are held to assist in the preparation of modules carried out by teachers and resource persons. The impact of the mentoring module at SD IT Darul Ilmi is good for teachers. This is shown from the modules produced by the teacher that have been adapted to the needs of students. In addition, the teacher also has good teaching materials for delivering material and students can master the material provided well.
PKBM Tunas Harapan Surabaya, is one of the non-formal institutions in Surabaya, with one of its programs namely skills training and life skills. To support the program, the community service team (PkM) made observations regarding the implementation of activities in Tunas Harapan PKBM. This is intended to be a consideration for teachers to determine teaching materials and methods as well as the latest content to be used so that the information provided to students can be maximized. Canva's design training focuses on introducing, equipping, and implementing. In Tunas Harapan PKBM training participants. The activity contains the delivery of materials and practices for making Canva designs. The results obtained are the results of participants' designs and creativity. By knowing the results of the student work, the PkM team can provide reports to teachers and the Head of Institutions to be able to compile teaching materials and choose the right methods, materials, or content to be used by all participants in order to equip life skills and develop creativity and talents and interests of all participants.
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