Wardono, - (2020) MATHEMATICS LITERACY ABILITY REVIEWED FROM COGNITIVE STYLE ON PROJECT BASED LEARNING WITH RME APPROACH ASSISTED BY SCHOOLOGY. INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH, 9 (3). pp. 5338-5345. ISSN 2277-8616

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Abstract

In this study reviews whether project based learning with RME approach assisted by schoology was good quality in students’ mathematics literacy ability and how description of students’ mathematics literacy ability based on their cognitive style. In this study, students’ mathematics literacy ability will be studied on sosial arirhmetic material. Population on this study was seventh grade students in one of junior high school in Semarang city. Samples was determined by random sampling technique and the subjects was determined by purposive sampling technique. Subjects of this study were 2 students from reflective type, 2 students from impulsive type, 2 students from fast-accurate type, and 2 students from slow-innaccurate type. The results of this study show that: (1) project based learning with RME appoach assisted by schoology was good quality in students’ mathematics literacy ability, these result indicated by learning process planning that’s very good; the implementation of learning in class was very good and learning evaluation had a good kriteria; (2) students with reflective cognitive style were able to master communication, representation, devising strategies for solving problems, and using mathematics tool very well ; students with impulsive cognitive style were able to master communication very well; students’ with fast-accurate cognitive style were able to master communication, mathematising, reasoning and argument, devising strategies for solving problems, and using mathematics tool very well; students with slow-innacurate cognitive style were able to master communication very well Index Terms: Mathematics Literacy Ability, Project Based Learning, RME, Schoology, Cognitive Style

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