DESAIN MATEMATIKA BERMAKNA UNTUK PENGUATAN LITERASI NUMERASI SISWA SMP

Anton Prayitno, Febi Dwi Widayanti, Nukhan Wicaksana Pribadi

Abstract


Pembelajaran matematika bermakna apabila dipandang dari guru, terkait dengan “bagaimana guru mengarah, memicu dan membangkitkan siswa untuk belajar secara bermakna”. Dari sudut pandang siswa, terkait dengan “bagaimana siswa belajar mulai dari mengonstruksi konsep dan pengetahuan baru (apa yang dipelajari), menyelesaikan masalah, menganalisis, dan mengambil keputusan yang tepat untuk masalah tertentu. Tujuan penelitian ini adalah mengembangkan model pembelajaran matematika bermakna untuk penguatan literasi numerasi, karena itu penelitian ini menggunakan pendekatan penelitian pengembangan. Subjek penelitian ini adalah SMP 5 Karangploso yang menjadi mitra dalam kegiatan riset MBKM. Berdasarkan hasil pengembangan dan tahap uji coba, maka LKS yang dikembangkan memenuhi kriteria keefektifan, memenuhi kriteria kevalidan, dan kepraktisan (keterlaksanaan). Disisi lain, bahwa nilai Fhitung gaya berpikir siswa sebesar 6.20 dengan nilai probabilitas atau signifikansi sebesar 0.010< 0.05. Hal ini berarti bahwa kemampuan literasi numerasi siswa yang diajar dengan menggunakan pembelajaran matematika bermakna lebih baik dari siswa yang menggunakan metode pembelajaran konvensional.

 

Kata kunci: matematika bermakna, litreasi numerasi, mathematical thinking

 

Abstract: Mathematics learning is meaningful from the teacher's point of view, related to "how the teacher leads, triggers and awakens students to learn meaningfully." From the student's point of view, it is related to "how students learn starting from constructing new concepts and knowledge (what is learned), solving problems, analyzing, and making the right decisions for certain problems. This study aimed to develop a meaningful mathematical learning model for strengthening numeracy literacy; therefore, this study used a development research approach. The subject of this research is SMP 5 Karangploso, a partner in MBKM research activities. Based on the development and trial phase results, the worksheet meets the criteria of effectiveness, validity, and practicality. On the other hand, the F value of students' thinking style is 6.20, with a probability or significance value of 0.010 < 0.05. So that the numeracy literacy skills of students who are taught using meaningful mathematics learning are better than students who use conventional learning methods.

 

Keywords: meaningful mathematics, literacy-numeracy, mathematical thinking

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References


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DOI: http://dx.doi.org/10.20527/edumat.v10i2.14174

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