Analisis Kemampuan Literasi Matematika Ditinjau dari Gaya Kognitif Siswa

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika yang ditinjau dari gaya kognitif siswa. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kualitatif. Subyek penelitian ini terdiri dari 4 siswa kelas X IPA 4 MAN 2 Kota Serang semester genap tahun ajaran 2019/2020. Instrumen yang digunakan pada penelitian ini adalah tes kemampuan literasi matematika, tes Group Embedded Figure Test (GEFT) untuk mengetahui jenis gaya kognituif siswa, dan pedoman wawancara. Hasil penelitian ini menunjukkan bahwa Siswa dengan gaya kognitif field independent dan field dependent secara bersamaan mampu menjawab dengan tepat dan memenuhi pencapaian indikator soal dengan baik pada level 1, 2, dan 5. Siswa field independent yang telah mampu menggunakan aspek penalaran spasial dan menggunakan representasinya dengan baik. Siswa field dependent belum mampu menggunakan aspek penalaran spasial dan belum dapat menggunakan representasinya dengan baik. Siswa field independent dan siswa field dependent belum mampu menggunakan konsep generalisasi.This study aims to describe the ability of mathematical literacy in terms of students' cognitive styles. This research is a type of descriptive research with a qualitative approach. The subjects of this study consisted of 4 students of Class X IPA 4 MAN 2 Serang City in the even semester of the 2019/2020 school year. The instrument used in this study was a test of mathematical literacy ability, a Group Embedded Figure Test (GEFT) test to find out the types of students' cognitive style, and interview guidelines. The results of this study indicate that students with field independent and field dependent cognitive styles simultaneously are able to answer appropriately and meet the achievement of problem indicators well at levels 1, 2, and 5. Field independent students who have been able to use aspects of spatial reasoning and use their representations with well. Field dependent students have not been able to use aspects of spatial reasoning and have not been able to use their representations properly. Field independent students and field dependent students have not been able to use the concept of generalization.Â

Kemampuan Literasi Matematika Peserta Didik dalam Menyelesaikan Soal PISA Konten Space and Shape Ditinjau dari Gaya Kognitif

“…Gaya kognitif merupakan kebiasaan, pengelolaan, penerimaan, dan sikap terhadap informasi suatu pembelajaran seseorang dengan baik [4]. Gaya kognitif diklasifikasikan menjadi dua tipe, yaitu gaya kognitif FI (field independent) dan gaya kognitif FD (field dependent) [17]. Pada gaya kognitif FI peserta didik lebih cenderung memilih pembelajaran individual, merespon dengan baik, serta mandiri.…”

Students Mathematical Literacy Viewed from Cognitive Style: Systematic Literature Review

“…The highest number of its research was the study conducted in senior high school with 5 articles in total. The reason for choosing high school students as subjects is because their structure of thinking and math skills as literacy assessment subjects are growing better than that who is in junior high school students [3]. The second highest number was followed by the research carried out at junior high school which is reasonable as PISA is purposed to a 15-yearold student assessment [22].…”

“…According to PISA context, mathematical literacy is an individual's capacity to formulate, employ and interpret mathematics in a variety of contexts including reasoning mathematically and using mathematical concepts, procedures, facts and tools to describe, explain and predict phenomenon [2]. In addition, mathematical literacy is an ability that focuses on the use of mathematics in life day-to-day activities that are not limited to mathematical operations [3]. Mathematical literacy can be utilized in making choices and leading a fully purposeful life [4].…”

Mathematical Literacy Ability of Junior High School Students on the Material of Ranked Numbers and Root Forms

“…Widianti and Hidayati's (2021) study attempts to assess students' proficiency in trigonometry and quadratics at levels 1, 2, and 3. Utomo et al (2020) investigated the relationship between students' cognitive styles and their proficiency in mathematics. Agustiani et al (2021) studied the impact of self-directed instruction on the mathematical literacy of middle school students.…”