KEMAMPUAN LITERASI MATEMATIKA BERDASARKAN SELF�CONFIDENCE PADA MODEL PEMBELAJARAN PROBING�PROMPTING DENGAN STRATEGI SCAFFOLDING BERBANTUAN SCHOOLOGY


ERLIA DANIERYANTO, 0401518023 (2021) KEMAMPUAN LITERASI MATEMATIKA BERDASARKAN SELF�CONFIDENCE PADA MODEL PEMBELAJARAN PROBING�PROMPTING DENGAN STRATEGI SCAFFOLDING BERBANTUAN SCHOOLOGY. Masters thesis, UNNES.

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Abstract

Mathematical literacy abilities (MLA) are needed in the era of globalization so that students can face the problems they face. Mathematical literacy abilities of students in Indonesia are still low. To improve literacy abilities and mathematical self-confidence, innovative and fun learning is necessary. Learning using the probing prompting model with schoology-assisted scaffolding strategy is expected to improve mathematical literacy skills. This study aims to determine the quality of learning using the probing prompting model with schoology-assisted scaffolding strategy, analyzing the effect of self�confidence on mathematical literacy skills, and analyzing students' mathematical literacy skills and self-confidence in learning using the probing prompting model with schoology�assisted scaffolding strategies. The research was conducted using a sequential explanatory method, namely collecting quantitative data then collecting qualitative data and analyzing the two data. The research was conducted at SMP Negeri 33 Semarang and was carried out in class VIIC with a probing prompting learning treatment with schoology-assisted scaffolding strategy and class VIID with Problem Based Learning learning treatment. The qualitative research subjects as many as six students were obtained from the results of the student's self-confidence questionnaire. The quantitative data were tested using the average test, the proportion test, the average difference test, the different proportion test, the average difference test, and the effect test. Meanwhile, the qualitative data were analyzed descriptively. The results showed that the learning preparation stage was considered quality, it was stated by the validation of the device in the very valid category. The implementation stage of learning is stated to have been of quality as indicated by the level of learning implementation by the teacher for 4 meetings in a good category and student activities during learning have a good average. The final result of learning is seen from the average MLA of students who receive probing prompting learning with schoology-assisted scaffolding strategies to achieve the Minimum Completion Criteria, the proportion of completeness reaches 75%, the average MLA is better, the increase in MLA is higher than students who receive learning PBL and there is an effect of self confidence on MLA. The results of qualitative research show that students in the high self-confidence group are very capable of mastering problem identification and then presenting problems in pictures or formulas appropriately and systematically and have no difficulty in using tools and manipulating the operations of mathematical symbols that are useful in planning strategies and linking problems. Students in the self-confidence group are being able to identify problems and can interpret them into models and forms of mathematical equations to facilitate problems but are constrained when manipulating symbols which have an impact on the difficulty of planning strategies and connecting problems. Students in the low self-confidence group were quite able to identify problems but were still constrained by changing problems and planning mathematical strategies

Item Type: Thesis (Masters)
Uncontrolled Keywords: mathematical literacy, self-confidence, probing prompting, scaffolding, schoology.
Subjects: L Education > L Education (General)
Fakultas: Pasca Sarjana > Pendidikan Matematika, S2
Depositing User: S.Hum Maria Ayu
Date Deposited: 13 Mar 2022 07:31
Last Modified: 13 Mar 2022 07:31
URI: http://lib.unnes.ac.id/id/eprint/49013

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