PENGARUH MODEL PEMBELAJARAN DSR (DEVELOPMENT-STUDENTS' WORK-REVIEW) SINGAPURA DAN DIRECTED EXPLORATION KOREA SELATAN TERHADAP LITERASI MATEMATIS SISWA SMP INDONESIA

• Main Author: Muhamad Syahidul Qirom, - (Author)
• Format: Book
• Published: 2023-12-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/114110/1/T_MTK_2113194_Title.pdf; http://repository.upi.edu/114110/2/T_MTK_2113194_Chapter1.pdf; http://repository.upi.edu/114110/3/T_MTK_2113194_Chapter2.pdf; http://repository.upi.edu/114110/4/T_MTK_2113194_Chapter3.pdf; http://repository.upi.edu/114110/5/T_MTK_2113194_Chapter4.pdf; http://repository.upi.edu/114110/6/T_MTK_2113194_Chapter5.pdf; http://repository.upi.edu/114110/7/T_MTK_2113194_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Literasi matematis adalah salah satu kemampuan yang wajib dimiliki di abad 21. Namun, berdasarkan hasil penelitian terdahulu dan fakta di lapangan menunjukkan bahwa siswa Indonesia memiliki literasi matematis yang rendah. Oleh karena itu, penelitian ini dilakukan untuk mengeksplorasi pengaruh atau efek model pembelajaran yang "khas" dari dua negara yang memiliki literasi matematis tinggi berdasarkan hasil PISA, yakni Model DSR dari Singapura dan Model Directed Exploration dari Korea Selatan, dalam upaya meningkatkan literasi matematis siswa Indonesia. Penelitian ini merupakan penelitian quasi experiment dengan menggunakan desain pretest-posttest non-equivalent group. Populasi dalam penelitian ini adalah siswa kelas tujuh di salah satu sekolah menengah pertama di Kota Mataram. Terdapat 116 siswa kelas tujuh yang menjadi sampel dalam penelitian ini. Instrumen yang digunakan adalah tes literasi matematis pada materi bentuk perbandingan. Analisis data dalam penelitian ini menggunakan analisis non-parametrik. Hasil dari penelitian adalah: (1) peningkatan literasi matematis siswa menggunakan Model DSR dan Model Directed Exploration berada pada kategori sedang, sedangakan dengan Model Direct Instruction berada pada kategori rendah; (2) terdapat perbedaan yang signifikan antara peningkatan literasi matematis siswa yang memperoleh pembelajaran dengan menggunakan Model DSR, Model Directed Exploration, dan Model Direct Instruction; (3) berdasarkan hasil effect size, model pembelajaran menyumbangkan 14% (tinggi) variansi terhadap perbedaan peningkatan literasi matematis siswa. (4) Adapun besar efek (effect size) dari model pembelajaran DSR dan Directed Exploration terhadap peningkatan literasi matematis siswa adalah sebesar 1,0 (tinggi) dan 0,8 (tinggi). Mathematical literacy is one of the abilities that must be possessed in the 21st century. However, based on the results of previous research and facts in the field show that Indonesian students have low mathematical literacy. Therefore, this study was conducted to explore the influence or effect of "typical" learning models from two countries that have high mathematical literacy based on PISA results, namely the DSR Model from Singapore and the Directed Exploration Model from South Korea, in an effort to improve the mathematical literacy of Indonesian students. This research is a quasi-experiment using a non-equivalent group pretest-posttest design. The population in this study were seventh-grade students in one of the junior high schools in Mataram City. There were 116 seventh-grade students who were sampled in this study. The instrument used was a mathematical literacy test on proportion topic. Data analysis in this study used non-parametric analysis. The results of the study were: (1) the improvement of students' mathematical literacy when using the DSR Model and Directed Exploration Model is in the moderate category, meanwhile the Direct Instruction Model is in the low category; (2) there is a significant difference between the improvement of mathematical literacy of students who obtain learning using the DSR Model, Directed Exploration Model, and Direct Instruction Model; (3) based on the results of the effect size, the learning model contributes 14% (high) variance to the difference in the improvement of students' mathematical literacy. (4) The effect size of the DSR and Directed Exploration learning models on improving students' mathematical literacy is 1.0 (high) and 0.8 (high).