Keefektivan Model PBL Strategi MURDER Terhadap Kemampuan Literasi Matematika Siswa

Abstract

Model pembelajaran PBL dengan strategi pembelajaran MURDER terhadap kemampuan literasi matematika siswa terbukti efektif diterapkan dalam penelitian ini. Sampel yang digunakan berjumlah 30 siswa dari keseluruhan populasi . Pengambilan data menggunakan metode tes yang terdiri dari pretes dan postest kemampuan literasi. Uji kevalidan perangkat pembelajaran dilakukan oleh validator ahli. Perangkat berupa tes kemampuan literasi siswa dilakukan uji validitas, reliabilitas dan tingkat kesukaran. Hasil didapatkan nilai zhitung lebih besar dibandingkan ztabel yaitu 0,17 dengan dan taraf kesalahan 0,05 berdasarka uji ini dapat disimpulkan bahwa telah tercapai ketuntasan belajar secara klasikal pada nilai rata-rata tes kemampuan literasi matematika. Uji statistik beda rata-rata hasil TKLM diperoleh thitung = 5,18. Taraf nyata 0,05 dan dk = 58 dhasilnya ttabel = 1,67. Karena thitung>ttabel maka kemampuan literasi matematika siswa pada kelas ekperimen lebih tinggi daripada siswa pada kelas kontrol. Berdasarkan hasil perhitungan uji beda rata-rata skor gain diperoleh thitung = 4,70.Taraf nyata 0,05 dan = 58 diperoleh ttabel = 1,67. Dari hasil uji gain siswa kelas ekperimen lebih unggul daripada kelas kontrol. Sehingga penerapan pembelajaran model PBL strategi MURDER dalam meningkatkan kemampuan literasi siswa dapat dikatakan efektif.

Analysis of the Application and Correlation of the Murder Type Collaborative Learning Model on Student Learning Outcomes at Senior High School Jambi

“…Students will be successful in learning if they realize the implications of learning principles for themselves related to motivation and attention, activeness, direct involvement, repetition, challenge, and individual differences [40]. This is in accordance with the steps of the MURDER type collaborative learning model proposed by [41]- [43] where in the first aspect, mood is aimed at understanding student characteristics by paying attention to students' attention and learning motivation, in the second aspect, understand is intended to stimulate student activity at the beginning of learning so as to optimize student involvement, in the third aspect, repetition of recall is intended to increase student activity through repetition information during literature collection, in the fourth aspect, namely elaborate, which is intended to show differences in the abilities of students who are active during the learning process and in the last aspect, review, which is intended to provide feedback and reinforcement to students after the learning process ends so that students are more enthusiastic about learning. While the principle of challenge here is not too focused on one aspect but on several aspects aimed at directing students to find strong motives to overcome obstacles well.…”

Learning Habits Shaping Mathematical Literacy: Lens Through the Chronology of Time and Cognitive Processes

“…In this study, the notion of mathematical literacy culture is formed from personal habits as a component of a person's learning style and pattern (Munfarikhatin, 2019), which is consistent and automatic (Jayanti et al, 2020). They readily receive information, assimilate it, and interact with the learning environment (Yustitia & Juniarso, 2020).…”

“…Studying Indonesian students' mathematical literacy is a fascinating topic that has attracted much attention and controversy. According to data from previous relevant studies, mathematical literacy has been linked to learning models (Munfarikhatin, 2019), learning styles (Syawahid & Putrawangsa, 2017;Yustitia & Juniarso, 2020), cognitive styles (Genc & Erbas, 2019;Nurdianasari et al, 2015), PISA question domains (Hidayati et al, 2020), PISA-like tasks (Dewantara, Zulkardi, & Darmawijoyo, 2015), textbook content (Dewantara, 2020;Pakpahan, 2017;Suharyono & Rosnawati, 2020), and multiple intelligences (Fathani, 2016), factors that contribute to errors, as well as mental habits (Ratnaningsih & Hidayat, 2021), student achievement category (Hayati & Kamid, 2019;Sari & Wijaya, 2017), teacher's perspective (Umbara & Suryadi, 2019). So far, we have not come across any research linking mathematical literacy to students' learning habits, based on the conceptual framework of cognitive work processes and learning time chronology, that has been published since this writing.…”