Literasi matematik siswa dalam menyelesaikan soal model PISA ditinjau dari gaya kognitif reflektif-impulsif
Student’s mathematical literacy in solving PISA model problems based on the reflective-impulsive cognitive style
Abstract
This aims of this research is to description about mathematical literacy of students in solving PISA model problems in terms of reflective-impulsive cognitive style. Mathematical literacy indicators are assessed in the process of formulating, applying, and interpreting. The subject of this research were students of class IX-C SMP AL Muslim Sidoarjo. Matching Familiar Figure Test is used to determine students' cognitive style. Subjects was chosen by the cognitive style test (TGK) and the mathematical ability test (TKM). Furthermore, the subject was chosen by a student with a reflective cognitive style and impulsive student with equivalent mathematical ability. Subjects will work on mathematical literacy test (TLM) questions. The results showed that reflective students meet all indicators for questions of change and relationships as well as space and shape. Impulsive students meet all indicators for problems of change and relationships. However, impulsive students do not meet indicators in mathematical literacy on problems with space and shape content. Therefore, teachers are advised to provide more practice to develop students' mathematical literacy in solving PISA model problems with diverse content.
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