Analysis of Junior High School Mathematics Literacy Skills in Problem-Based Learning (PBL) Using Stick Board Props

Nur Wahyu Ulul Azmi, Sri Hariyani, Nur Farida

Abstract


This study aims to analyze the mathematical literacy skills of students in PBL using the One Variable Linear Equation (OVLE) stick board props. This research adopts a qualitative descriptive approach. The research subjects were eighth-grade students at junior high schools in the Malang district. The instruments in this study were mathematical literacy test questions and interview guidelines. The research data were analyzed using three indicators of mathematical literacy, namely formulate, apply, and interpret. From a formal perspective, the subject successfully converted the problem into a mathematical model. In the employ aspect, the subject is able to apply the problem-solving strategy to obtain the final result. In the interpret aspect, the subject is able to draw appropriate conclusions. The results of the analysis of subjects who had learned by using PBL with stick board props showed that students with high literacy scores fulfilled three indicators of literacy skills, students with moderate literacy scores were able to fulfill two indicators of literacy skills, and students with low literacy scores were only able to fulfill one indicators of literacy skills. The conclusion shows that students with high, medium, and low literacy scores were able to fulfill the formulated indicator. This means that the use of PBL with stick boards can generate students' skills in formulating problems into mathematical models. This research implies that the PBL approach assisted by props such as Stick Board has great potential in improving mathematical literacy, but its effectiveness is highly dependent on the differentiation approach based on students' ability levels. Therefore, teachers are expected to implement adaptive and responsive learning to the needs of each student so that all aspects of mathematical literacy can be optimally developed.


Keywords


Mathematical literacy; OVLE stick board teaching aid; Problem-based learning

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DOI: https://doi.org/10.20527/jmscedu.v5i2.14920

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