PENINGKATAN LITERASI MATEMATIS, PERUBAHAN DISPOSISI MATEMATIS SISWA DENGAN PEMBELAJARAN KOOPERATIF TIPE JIGSAW BERBANTUAN GEOGEBRA - Ryan Perjiana, - (2023)
Penelitian ini bertujuan untuk: 1) menganalisis peningkatan literasi matematis siswa yang memperoleh pembelajaran kooperatif tipe Jigsaw berbantuan Geogebra dibandingkan dengan siswa yang memperoleh pembelajaran konvensional; 2) menganalisis perubahan disposisi matematis siswa yang memperoleh pembelajaran kooperatif tipe Jigsaw berbantuan Geogebra dibandingkan dengan siswa yang memperoleh pembelajaran konvensional; dan 3) menganalisis hubungan antara literasi dengan disposisi matematis siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. Populasi penelitian ini sebanyak 360 siswa kelas XI yang terbagi ke dalam 10 kelas pada salah satu Sekolah Menengah Atas Negeri di Kota Bandung. Sampel yang diambil terdiri dari kelas eksperimen yaitu siswa kelas XI-F yang memperoleh pembelajaran kooperatif tipe Jigsaw berbantuan Geogebra dan kelas kontrol yaitu siswa kelas XI-D yang memperoleh pembelajaran konvensional. Instrumen penelitian terdiri dari soal tes literasi matematis dan angket disposisi matematis. Data peningkatan dan perubahan ditentukan berdasarkan skor N-gain literasi dan disposisi matematis siswa. Peningkatan literasi matematis siswa dianalisis menggunakan uji t, perubahan disposisi matematis siswa dianalisis menggunakan uji Mann-Whitney, dan hubungan antara literasi dengan disposisi matematis siswa dianalisis menggunakan uji korelasi Pearson Product Moment. Hasil penelitian ini memperoleh kesimpulan bahwa: (1) peningkatan literasi matematis siswa yang memperoleh pembelajaran kooperatif tipe Jigsaw berbantuan Geogebra lebih tinggi secara signifikan dibandingkan dengan siswa yang memperoleh pembelajaran konvensional; (2) perubahan disposisi matematis siswa yang memperoleh pembelajaran kooperatif tipe Jigsaw berbantuan Geogebra lebih baik secara signifikan dibandingkan dengan siswa yang memperoleh pembelajaran konvensional; dan (3) terdapat hubungan yang signifikan antara literasi dengan disposisi matematis siswa. This study aims to: 1) analyse the enhancement of mathematical literacy of students who received Jigsaw cooperative learning assisted by Geogebra compared to students who received conventional learning; 2) analyse the changes in the mathematical disposition of students who received Jigsaw cooperative learning assisted by Geogebra compared to students who received conventional learning; and 3) analyse the relationship between mathematical literacy and mathematical disposition of students. This research uses a quantitative approach with a quasi-experimental method. The population of this study were 360 students of grade XI who were divided into ten classes at one of the Public High Schools in Bandung City. The sample consisted of an experimental class of XI-F students who received Jigsaw cooperative learning assisted by Geogebra and a control class of XI-D students who received conventional learning. The research instruments consisted of mathematical literacy test questions and mathematical disposition questionnaires. The enhancement and change data were determined based on students' mathematical literacy and disposition N-gain scores. The enhancement of students' mathematical literacy was analysed using a t-test, the change in students' mathematical disposition was analysed using the Mann-Whitney test, and the relationship between mathematical literacy and the mathematical disposition of students was analysed using the Pearson Product Moment correlation test. The results of this study concluded that: (1) the enhancement in mathematical literacy of students who received Jigsaw cooperative learning assisted by Geogebra was significantly higher than students who received conventional learning; (2) the change in mathematical disposition of students who received Jigsaw cooperative learning assisted by Geogebra was significantly better than students who received conventional learning; and (3) there was a significant relationship between mathematical literacy and mathematical disposition of students.