KEMAMPUAN LITERASI MATEMATIS SISWA SMP DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT - Lina Izzati, - (2019)
Lina Izzati (2019), "Literasi Matematis Siswa SMP Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent" Literasi matematis merupakan kemampuan individu dalam merumuskan situasi matematis (formulate), menerapkan konsep fakta, prosedur, dan penalaran matematis (employ) dan menafsirkan, mengaplikasikan dan menevaluasi hasil matematis (interpret). Fokus penelitian ini adalah memperoleh deskripsi tentang capaian literasi matematis siswa SMP ditinjau dari gaya kognitif field dependent dan field independent. Penelitian ini menggunakan metode penelitan deskriptif melalui pendekatan kualitatif. Partisipannya adalah 29 siswa SMP kelas VIII pada salah satu SMP di Lembang. Pengumpulan data dilakukan melalui Gruop Embedded Figure Test (GEFT), tes literasi matematis dan wawancara. Hasil penelitian menunjukkan bahwa: (i) siswa field independent memiliki capaian literasi matematis yang lebih unggul dibandingkan dengan siswa field dependent dalam menyelesaikan soal tes literasi matematis pada konten change and relationship; (ii) capaian literasi matematis untuk siswa field independent pada indikator merumuskan (formulate) dengan persentase sebesar 52%, sedangkan siswa field dependent yaitu 42%. Pada indikator menerapkan konsep fakta, prosedur dan penalaran matematis (employ), siswa field independent memperoleh persentase 55,4%, sedangkan siswa field dependent yaitu 36%. Pada indikator menafsirkan, mengaplikasikan dan mengevaluasi (interpret), siswa field independent memperoleh persentase 69,2%, sedangkan siswa field dependent yaitu 37%; (iii) subjek yang berbeda gaya kognitif memiliki karakteristik dan perbedaan dalam mengerjakan soal literasi matematis. Kata kunci: literasi matematis, gaya kognitif field dependent dan field independent, change and relationship. ABSTRACT Lina Izzati (2019), "Mathematical Literacy of Junior High School Students Reviewed from the Cognitive Style of Field Dependent and Field Independent" Mathematical Literacy is the ability of individuals to form mathematical problems (formulate), apply the concepts of facts, procedures, and mathematical reasoning (employ) and interpret, use and evaluate mathematical results (interpret). The focus of this study is a description of the results of the mathematical literacy of junior high school students in terms of the cognitive style of the dependent field and the independent field. This research uses descriptive research method through qualitative approach. The participants were 29 grade VIII junior high school students at the junior high school in Lembang. Data collection is done through Gruop Embedded Figure Test (GEFT), mathematical literacy tests and interviews. The results showed that: (i) mathematical literacy outcomes of independent field students were superior than mathematical literacy outcomes of field students depending on completing mathematical literacy test questions on content changes and relationships; (ii) mathematical literacy capacity for independent field students on indicators formulating (formulating) get a percentage of 52%, while dependent field students get 42%. In indicators that apply the concepts of facts, procedures and mathematical reasoning (employ), independent students get a percentage of 55.4%, while dependent field students get 36%. In the indicators aimed at, applying and translating (interpreting), independent students get a percentage of 69.2%, while students depend on fields get 37%; (iii) subjects with different cognitive styles have characteristics and differences in working on mathematical literacy questions. Keyword: mathematical literacy, field dependent and filed independent cognitif style, change and relationship.