Kemampuan Literasi Matematika Siswa SMA dalam Mengerjakan Soal PISA Ditinjau dari Gaya Kognitif

Nurul Qomariyah; Sumartono Sumartono; Lusiana Prastiwi

doi:10.63976/jimat.v6i2.1139

Nurul Qomariyah Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Dr.Soetomo Surabaya, Indonesia
Sumartono Sumartono Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Dr.Soetomo Surabaya, Indonesia
Lusiana Prastiwi Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Dr.Soetomo Surabaya, Indonesia

DOI: https://doi.org/10.63976/jimat.v6i2.1139

Keywords: Literasi Matematika, Gaya kognitif, Soal PISA, Field Dependent, Field Independent

Abstract

This research aims to describe the mathematical literacy ability of high school students in solving PISA problems reviewed from the cognitive style of field Dependent (FD) and Field Independent (FI). The research uses a descriptive qualitative approach with four class X students as subjects, which is determined based on the GEFT test results. Data collection was carried out through a math literacy ability test based on six levels of PISA and interviews to explore the student's thinking process. The research results show that students with FI cognitive style are able to meet level 1 to 5 math literacy indicators, while FD students can only meet level 1 and 3 indicators. Both types of cognitive forces are unable to reach the level 6 indicator. This study concluded that cognitive style affects students' mathematical literacy ability, especially in understanding information, building mathematical models, and drawing conclusions.

Downloads

Download data is not yet available.

References

Alvani, A. (2016). Profil Kreativitas Siswa SMP dalam Menyelesaikan Soal tentang Bangun Ruang Sisi Datar Ditinjau dari Gaya Kognitif. Kreano, Jurnal Matematika Kreatif-Inovatif, 7(2), 171–178. https://doi.org/10.15294/kreano.v7i2.6437

Avvisati, F., Echazarra, A., Givord, P., & Schwabe, M. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. Paris: OECD Publishing.

Darmono, A. (2012). Identifikasi Gaya Kognitif (Cognitive Style) Peserta Didik dalam Belajar. Al-Mabsut, 3(1), 63–69. www.ifets.into/journals/91/23.pdf

Hera, R., & Sari, N. (2015). Literasi Matematika : Apa , Mengapa dan Bagaimana ? 713–720.

Kemendikbudristek. (2023). Literasi Membaca, Peringkat Indonesia di PISA 2022. Laporan Pisa Kemendikbudristek, 1–25.

Kurniawati, D. (2018). Analisis gaya kognitif siswa dalam pemecahan masalah matematika. Jurnal Pendidikan Matematika, 12(1), 67–76.

Masfufah, R., & Afriansyah, E. A. (2021). Analisis Kemampuan Literasi Matematis Siswa melalui Soal PISA. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 291–300. https://doi.org/10.31980/mosharafa.v10i2.662

Maskar, S., Puspaningtyas, N. D., & Puspita, D. (2022). Linguistik Matematika: Suatu Pendekatan untuk Meningkatkan Kemampuan Pemecahan Masalah Non-Rutin Secara Matematis. Mathema: Jurnal Pendidikan Matematika, 4(2), 118–126. https://ejurnal.teknokrat.ac.id/index.php/jurnalmathema/article/view/2142

Nugrahanto, S., & Zuchdi, D. (2019). Indonesia PISA Result and Impact on The Reading Learning Program in Indonesia. 297(Icille 2018), 373–377. https://doi.org/10.2991/icille-18.2019.77

OECD. (2016). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial Literacy. Paris: OECD Publishing.

OECD. (2019). PISA 2018 Assessment and Analytical Framework. OECD Publishing.

Penelitian, B., & Pendidikan, K. (2019). EFEK PROGRAM PISA TERHADAP KURIKULUM DI INDONESIA. 4, 51–71.

Penilaian, D. A. N. (n.d.). 522947-None-8941639D. 1, 98–117.

Wahyu Utomo, M. F., Pujiastuti, H., & Mutaqin, A. (2020). Analisis Kemampuan Literasi Matematika Ditinjau dari Gaya Kognitif Siswa. Kreano, Jurnal Matematika Kreatif-Inovatif, 11(2), 185–193. https://doi.org/10.15294/kreano.v11i2.25569

Woolfolk, A., & Nicholich, L. M. (2016). Educational Psychology. Boston: Pearson.