Scolastika Mariani

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

Mathematizing Process of Junior High School Students to Improve Mathematics Literacy Refers PISA on RCP Learning

Mathematizing process (MP) is the process of modeling a phenomenon mathematically or establish the concept of a phenomenon. There are two mathematizing that is Mathematizing Horizontal (MH) and Mathematizing Vertical (MV). MH as events changes contextual problems into mathematical problems, while MV is the process of formulation of the problem into a variety of settlement mathematics by using some appropriate rules. Mathematics Literacy (ML) is the ability to formulate, implement and interpret mathematics in various contexts, including the capacity to perform reasoning mathematically and using the concepts, procedures, and facts to describe, explain or predict phenomena incident. If junior high school students are conditioned continuously to conduct mathematizing activities on RCP (RME-Card Problem) learning, it will be able to improve ML that refers PISA. The purpose of this research is to know the capability of the MP grade VIII on ML content shape and space with the matter of the cube and beams with RCP learning better than the scientific learning, upgrade MP grade VIII in the issue of the cube and beams with RCP learning better than the scientific learning in terms of cognitive styles reflective and impulsive the MP grade VIII with the approach of the RCP learning in terms of cognitive styles reflective and impulsive This research is the mixed methods model concurrent embedded. The population in this study, i.e., class VIII SMPN 1 Batang with sample two class. Data were taken with the observation, interviews, and tests and analyzed with a different test average of one party the right qualitative and descriptive. The results of this study demonstrate the capability of the MP student with RCP learning better than the scientific learning, upgrade MP with RCP learning better compare with scientific learning in term cognitive style of reflective and impulsive. The subject of the reflective group top, middle, and bottom can meet all the process of MH indicators are then the subject of the reflective upper and intermediate group can meet all the MV indicators but to lower groups can only fulfill some MV indicators. The subject is impulsive upper and middle group can meet all the MH indicators but to lower groups can only meet some MH indicator, then the subject is impulsive group can meet all the MV indicators but for middle and the bottom group can only fulfill some MV indicators.

Analisis Kemampuan Koneksi Matematika Siswa Kelas VIII pada Model Eliciting Activities (MEA) Ditinjau dari Gaya Kognitif

Kemampuan koneksi matematika adalah kemampuan yang dikembangkan dalam pembelajaran matematika. Namun, berdasarkan hasil studi pendahuluan di kelas VIII SMP Negeri 21 Semarang kemampuan koneksi matematika siswa masih rendah. Tujuan penelitian ini adalah (1) mengetahui apakah kemampuan koneksi matematika siswa kelas VIII SMP Negeri 21 Semarang tahun ajaran 2015/2016 pada model pembelajaran MEA lebih baik daripada pada model ekspositori, (2) mengetahui apakah terdapat perbedaan kemampuan koneksi matematika siswa yang bergaya kognitif FD dan kemampuan koneksi matematika siswa yang bergaya kognitif FI, dan (3) mendeskripsikan kemampuan koneksi matematika siswa kelas VIII SMP Negeri 21 Semarang tahun ajaran 2015/2016 pada model pembelajaran MEA ditinjau dari gaya kognitif siswa. Penelitian ini adalah penelitian mix method. Populasi dalam penelitian ini adalah kelas VIII dengan kelas sampel terdiri atas 2 kelas yaitu kelas VIII-A sebagai kelas kontrol yang diberi pembelajaran ekspositori dan kelas VIII-B sebagai kelas eksperimen yang diberi pembelajaran MEA. Subjek penelitian terdiri dari 6 siswa yang diberi pembelajaran MEA dengan 3 siswa FI dan 3 siswa FD. Teknik pengumpulan data dalam penelitian ini meliputi observasi, dokumentasi, tes kemampuan koneksi matematika, tes GEFT, dan wawancara. Hasil penelitian ini yaitu (1) kemampuan koneksi matematika siswa kelas VIII SMP Negeri 21 Semarang tahun ajaran 2015/2016 pada model pembelajaran MEA lebih baik dibandingkan dengan kemampuan koneksi matematika siswa pada model pembelajaran ekspositori. (2) Terdapat perbedaan kemampuan koneksi matematika siswa bergaya kognitif FD dan siswa bergaya kognitif FI. Siswa FI memiliki kemampuan koneksi matematika yang lebih baik dibandingkan siswa FD. (3) Siswa FD mampu mencari dan memahami hubungan antar topik dalam matematika dan antara topik matematika dengan topik di luar matematika. Dalam menerapkan matematika dalam kehidupan sehari-hari siswa FD mampu menguasai dengan baik, tetapi dalam disiplin ilmu lain siswa FD tidak mampu. Siswa FD tidak mampu memahami representasi yang disajikan. Siswa FD juga tidak mampu sampai kurang mampu dalam mencari hubungan satu prosedur dengan prosedur lain dalam representasi yang ekuivalen. Siswa FI mampu mencari dan memahami hubungan antar topik matematika dan antara topik matematika dengan topik di luar matematika dengan baik. Siswa FI juga mampu memahami representasi yang disajikan dalam soal dengan baik. Siswa FI memilki kemampuan dalam menerapkan matematika dalam bidang lain maupun dalam kehidupan sehari-hari. Siswa FI juga mampu mencari hubungan satu prosedur dengan prosedur lain dalam representasi yang ekuivalen.