mencatat hal penting untuk menyelesaikan permasalahan. Teknik pengambilan sampel kuantitatif yaitu dengan menggunakan random sampling, sedangkan pada penelitian kualitatif yaitu dengan menggunakan purposive sampling
take note of important things to solve problems. The quantitative sampling technique is by using random sampling, while in qualitative research it is by using purposive sampling.
Pembelajaran dilaksanakan dengan menggunakan model pembelajaran contextual teaching and learing bernuansa kearifan lokal pada materi volume bangun ruang kubus dan balok, pelajaran 4 sub-pelajaran 1, semester 2 tahun ajaran 2021/2022. Penyusunan dan pengambilan data dilakukan berdasarkan data kuantitatif dan kualitatif. Teknik pengumpulan data kuantitatif diambil sejak tahap pre-test dilakukan pada kelas eksperimen dan kontrol sampai pada tahap pengambilan post-test yang dilakukan pada kelas yang sama. Pengambilan data kuantitatif dilakukan dengan menggunakan lembar tes kemampuan literasi matematika. Analisis data kuantitatif menggunakan uji t, uji proporsi, uji beda rata-rata dan uji beda proporsi. Analisis data kualitatif dengan langkah-langkah reduksi data, tampilan data dan kesimpulan.
Learning is carried out using a contextual teaching and learing learning model with nuances oflocal wisdom in the volume material of building cube and block spaces, lesson 4 sub-lesson 1, semester 2 of the 2021/2022 school year. The preparation and collection of data is carried out based on quantitative and qualitative data. The quantitative data collection technique was taken from the pre-test stage carried out in the experimental and control class to the post-test taking stage carried out in the same class. Quantitative data collectionwas carried out using a mathematical literacy ability test sheet. Quantitative data analysis uses t-test, proportion test, mean difference test and proportional difference test. Qualitative data analysis with data reduction steps, data display and conclusions.
Penelitian kualitatif sebagai penunjang untuk menganalisis kemampuan literasi matematika berdasarkan gender, pada penelitian kualitatif dimulai dari pengumpulam data, reduksi data penyajian data dan penarikan kesimpulan hal ini merujuk pada tahapan Miles dan Huberman selama dilapangan analisis data dilakukan untuk melihat hail observasi, catatan lapangan dan dokumentasi, analisis tersebut terbagi menjadi beberapa bagian dimulai reduksi data, penyajian data dan penarian kesimpulan (Arifin, 2020; Triyani, 2019). Untuk menguji keabsahan data menggunakan teknik triangulasi teknik yakni observasi, wawancara dan dokumentasi sementara itu triangulasi sumber yakni siswa dan guru.
Qualitative research as a support to analyze mathematical literacy abilities based on gender, in qualitative research startingfrom data collection, data reduction, data presentation, and drawing conclusions, this refers to the stages of Miles and Huberman duringthe field of data analysis carried out n to see the hail observations, field notes and documentation, the analysis is divided into several parts starting from data reduction, data presentation and drawing conclusions (Arifin, 2020; Triyani, 2019). To test the validity of the data, the triangulation technique used the technique, namely observation, interview, and documentation, while the source triangulation, namely students and teachers.
hasil dan pembahasan
Results and discussion
Hasil
Resultpenelitian
research akan
will diuraikan
Outlined kedalam
Into dua
twotahap
phase yaitu
that is penelitian kuantitatif dan penelitian kualitatif. Pada penelitian kuantitatif, tahapan setelah proses pembelajaran dilakukan dengan mengambil data kemampuan literasi matematika siswa kelas eksperimen dan kelas ko
quantitative research and qualitative research. In quantitative research, the stages after the learning process are carried out by taking data on the mathematical literacy ability of students in experimental classes and third gradesntrol. Data tersebut dianalisis untuk mengetahui kualitas pembelajaran. Pembelajaran dikatakan berkualitas apabila serangkaian
troll. The data is analyzed to determine the quality of learning. Learning is said to be of quality if a series ofkegiatan itu dapat meningkatkan pencapaian kompetensi siswa. Ada tiga domain untuk mengukur kualitas pembelajaran meliputi perencanaan dan persiapan (
This activity can increase the achievement of student competencies. There are three domains to measure the quality of learning including planning and preparation (planning and preparation), pelaksanaan
implementation (classroom environtment
surroundings) dan
) andpenilaian
valuation (professional responsibility) (Suminar
(Summarise)et al., 2022). Tahap persiapan
. Preparation stagemerupakan
be tahap
phase menguji
test kevalidan
Validity perangkat
device pembelajaran
Learning. Terdapat dua
. There are twojenis
kind pengujian
Testing kevalidan
Validity yang
thatdilakukan
Done pada penelitian ini, diantaranya yaitu divalidasi oleh validasi ahli dan validasi empirik.
In this study, among others, it is validated by expert validation and empirical validation. Perangkat pembelajaran yang divalidasi oleh ahli antara lain silabus, rencana pelaksanaan pembelajaran (RPP), lembar kerja siswa (LKS) dan soal tes kemampuan literasi matematika (TKLM). Rekapitulasi hasil validasi oleh ahli dapat dilihat pada Tabel
Learning outcomes validated by experts include syllabus, learning implementation plans (RPP), student worksheets (LKS) and mathematical literacy ability test (TKLM) questions. A recapitulation of the results of validation by experts can be seen in the Table2 berikut.
next.
Tabel 2 Hasil Skor Validasi
Table 2 Validation Score Results
Perangkat & Instrumen Devices & Instruments | Nilai Value | Kategori Category |
Silabus Syllabus | 4,1 | Baik Good |
RPP | 4,1 | Baik Good |
LKS | 4 | Baik Good |
Soal TKLM TKLM Questions | 3,8 | Baik Good |
Perangkat pembelajaran dan instrument penelitian berkategori baik. Tahap pelaksanaan dapat diukur melalui lembar observasi keterlaksanaan pembelajaran dengan kategori minimal baik. Lembar keterlaksanaan pembelajaran diisi oleh pengamat/observer dengan menilai proses pembelajaran. Penilaian pada proses pembelajaran berlangsung dalam empat pertemuan. Rangkuman hasil penilaian keterlaksanaan pembelajaran ditunjukkan pada Tabel 3 berikut.
Learning tools and research instruments are in the good category. The implementation stage can be measured through an observation sheet of learning implementation with a minimum good category. The learning implementation sheet is filled in by observers by assessing the learning process. The assessment of the learning process took place in four meetings. A summary of the results of the assessment of learning implementation is shown in Table 3 below.
Tabel 3 Keterlaksanaan Pembelajaran
Table 3 Implementation of Learning Principles
Pertemuan ke Meeting to | Nilai Value | Kategori Catandgori |
1 | 4,3 | Sangat Baik Excellent |
2 | 4,5 | Sangat Baik Excellent |
3 | 4,5 | Sangat Baik Excellent |
4 | 4,6 | Sangat Baik Excellent |
Rata-rata skor yang diperoleh selama pembelajaran untuk setiap pertemuan berkategori sangat baik. Berdasarkan hasil penelitian tersebut menunjukkan bahwa pelaksanaan pembelajaran pada pertemuan ke-1, ke-2, ke-3 dan ke-4 berkategori sangat baik.
The average score obtained during the learning for each meeting was categorized as excellent. Based on the results of the study, it was shown that the implementation of learning at the 1st, 2nd, 3rd and 4th meetings was categorized as very good.
Tahap penilaian pada penelitian ini meliputi: 1) rata-rata kemampuan literasi matematika siswa lebih dari batas tuntas aktual yaitu 68; 2) proporsi ketuntasan kemampuan literasi matematika lebih dari 75%; 3) rata-rata kelas yang diajar menggunakan model pembelajaran contextual teaching and learning bernuansa kearifan lokal lebih baik daripada kelas yang diajar dengan menggunakan model pembelajaran ekspositori; 4) proporsi ketuntasan kelas yang diajar dengan menggunakan model pembelajaran contextual teaching and learning bernuansa kearifan lokal lebih tinggi daripada kelas yang diajar dengan menggunakan model pembelajaran ekspositori
The assessment stages in this study include: 1) the average mathematical literacy ability of students is more than the actual completion limit, which is 68; 2) the proportion of completeness of mathematical literacy ability is more than 75%; 3) the average class taught using the contextual teaching and learning learning model with nuances of local wisdom is better than the class taught using the expository learning model; 4) The proportion of completeness of classes taught using the contextual teaching and learning learning model with local wisdom nuances is higher than the class taught using the expository learning model.
Berdasarkan
By data hasil tes kemampuan lite
Lite Ability Test Results Datarasi matematika akhir (
The final math (post-test) yang
)telah
already diuji
Tested normalitas
Normality dan
andhomogenitasnya
its homogeneity dilanjutkan
Continued analisis hipotesis, diperoleh bahwa: 1) uji ketuntasan rata-rata pada penelitian ini
Hypothesis analysis, it was obtained that: 1) the average completeness test in this study menggunakan uji
Using the testOne sample T-test, secara statistic hasil uji rata-rata
Statistically average test resultskelas
class ekspeimen menunjukkan
show nilai
value signifikansi
Significance maka
soditolak dan berdasarkan nilai
Deducted and based on the value maka
so ditolak, sehingga dapat disimpulkan bahwa rata-rata kemampuan literasi matematika siswa yang mendapat pelajaran menggunakan model
rejected, so that it can be concluded that the average mathematical literacy ability of students who receive lessons using thepembelajaran
Learningcontextual teaching and learning bernuansa kearifan lokal mencapai batas tuntas
Local fans reach the finish lineaktual lebih dari 68. Hal ini sejalan dengan penelitian Taufik yang menyatakan bahwa model pembelajaran kontekstual
tual over 68. This is in line with Taufik's research which states that the contextual learning modelsangat efektif dalam meningkatkan kemampuan literasi matematika siswa
Very effective in improving students' mathematical literacy skills(Taufik et al., 2019); 2) uji ketuntasan klasikal pada penelitian ini menggunakan uji z.
; 2) The classical completeness test in this study uses the Z test.kriteria
criterion pengujianya
The test adalah
be tolak
reject jika
if. Adapun hasil perhitungan ketuntasan klasikal menggunakan uji z dapat dilihat pada Tabel
. The results of the calculation of classical completeness using the z-test can be seen in Table4 berikut.
next.
Tabel 4 Uji Ketuntasan Klasikal
Table 4 Classical Completeness Test
Secara deskriptif kelas eksperimen dari 30 siswa, 29 diantaranya memperoleh nilai di atas batas tuntas aktual dengan nilai
Descriptively, the experimental class of 30 students, 29 of whom obtained scores above the actual completion limit with a score ofdi
atatas
above 68, artinya
Means presentase
Percentage kemampuan
ability literasi
literacy matematika
mathematics siswa
studentsebesar 97%. Berdasarkan perhitungan uji z, diperoleh
by 97%. Based on the calculation of the z-test, obtained maka
so ditolak. Kesimpulan yang didapat adalah proporsi ketuntasan kemampuan literasi matematika
rejected. The conclusion obtained is the proportion of completeness of mathematical literacy skillssiswa
student pada model
on the modelpembelajaran
Teachings contextual teaching and learning bernuansa kearifan lokal lebih dari 75%. Sesuai dengan penelitian yang
with the nuances of local wisdom more than 75%. In accordance with the research thattelah
already dilakukan
Done oleh
byMaslihah yang
thatmenyatakan
explain bahwa
that siswa yang mendapat pembelajaran kontekstual dengan pendekatan realistik
students who receive contextual learning with a realistic approach memiliki kemampuan literasi matematika dan kemandirian belajar yang lebih baik dibandingkan dengan model konvensional dengan indikator memuaskan
have better mathematical literacy and learning independence compared to conventional models with satisfactory indicators(Maslihah et al., 2021); 3) uji beda rata-rata pada
; 3) test the average difference inpenelitian
research ini meggunakan
Use uji
testIndependent sample T-test. Dari perhitungan diperoleh
From the calculations obtained sehingga tolak
so that it is dan
andterima
receive. Hal ini berarti bahwa rata-rata kemampuan literasi matematika siswa
. This means that the average mathematical literacy ability of studentspada model pembelajaran
on the learning modelcontextual teaching and learning bernuansa kearifan lokal lebih baik dari pada rata-rata kemampuan literasi matematika siswa pada model
nuances of local wisdom are better than the average mathematical literacy ability of students in the modelpembelajaran
Learning ekspositori
expository. A’yun
São Paulo berpendapat
Argue bahwa
that model pembelajaran berbasis kearifan lokal dapat meningkatkan pemahaman konsep siswa pada materi pembelajaran dan dapat memudahkan siswa dalam memahami materi yang disampaikan melalui observasi langsung
The learning model based on local wisdom can improve students' understanding of concepts in learning materials and can make it easier for students to understand the material presented through direct observation(A’yun
São Pauloet al., 2020); 4) uji beda proporsi pada penelitian ini secara statistika terlihat dari perbandingan uji z antara proporsi kedua kelas, yaitu kelas eksperimen dan kelas kontrol. Perbandingan proporsi ketuntasan kedua kelas dapat dilihat pada Tabel
; 4) The difference in proportion test in this study is statistically seen from the comparison of the z-test between the proportions of the two classes, namely the experimental class and the control class. A comparison of the proportion of completeness of the two classes can be seen in Table5 berikut ini.
The following.
Tabel 5 Uji Beda Proporsi
Table 5 Proportional Difference Test
|
|
|
|
|
|
|
29 | 27 | 30 | 30 | 0,75 | 0,74 | 3,3 |
Secara deskriptif, proporsi ketuntasan kelas eksperimen yang menggunakan model pembelajaran
Descriptively, the proportion of completeness of experimental classes using the learning modelcontextual teaching and learning bernuansa kearifan lokal sebesar 96%, sedangkan kelas kontrol yang
nuanced local wisdom by 96%, while the control class thatmenggunakan
use model
typepembelajaran
Learning ekspositori
expository sebesar
by 90%. Dari perhitungan diperoleh
90%. From the calculations obtaineddengan taraf signifikansi 5%. Dengan demikian maka dapat disimpulkan bahwa
with a significance level of 5%. Thus, it can be concluded thatproporsi kemampuan literasi matematika dengan menggunakan model pembelajaran
Proportion of Mathematics Literacy Ability Using Learning Modelcontextual teaching and learning bernuansa kearifan lokal le
nuanced local wisdom lebih dari proporsi kemampuan literasi matematika
ih from the proportion of mathematical literacy abilitydengan
with model
typepembelajaran
Learning ekspositori
expository. Berdasarkan hasil analisis tersebut, dapat disimpulkan bahwa
. Based on the results of the analysis, it can be concluded thatkualitas
quality pembelajaran
Learning dengan
with menggunkan
Use model
typecontextual teaching and learning bernuansa kearifan lokal
nuanced local wisdompada materi bangun ruang kubus dan balok dapat meningkatkan kemampuan literasi matematika siswa. Beberapa pengertian pembelajaran
In the material of building cubes and blocks rooms, it can improve students' mathematical literacy skills. Some definitions of learningcontextual teaching and learning bernuansa kearifan lokal menurut para ahli: pembelajaran kontekstual merupakan salah satu pendidikan yang holistik dan bertujuan memotivasi siswa untuk memahami makna materi pe
Nuances of Local Wisdom According to Experts: Contextual Learning is one of the holistic education and aims to motivate students to understand the meaning of PE materialmbelajaran yang dipelajarinya d
What He Learned Dengan konteks kehidupan mereka sehari-hari ( konteks pribadi, sosial, dan kultural) sehingga siswa memiliki pengetahuan/ keterampilan secara fleksibel dan dapat diterapkan (ditransfer) dari satu permasalahan atau konteks
The context of their daily lives (personal, social, and cultural contexts) so that students have knowledge/skills flexibly and can be applied (transferred) from one problem or contextke
to permasalahan
Problems yang
thatlainya
Other (Nur, 2020; Lusiana, 2018; Triyani, 2019).
Karakteristik
Characteristic pembelajaran
Learning ontextual teaching and leraning
São Paulo bernuansa kearifan lokal
nuanced local wisdommenekankan pada aktivitas siswa secara penuh baik fisik maupun mental, sehingga proses belajar bukan hanya kegiatan menghafal dan mengingat fakta-fakta, kemudian mendemonstrasikan secara berulang-ulang, namun belajar merupakan proses berpengalaman dalam dunia nyata. Adapun
emphasizing the full activities of students both physical and mental, so that the learning process is not only the activity of memorizing and remembering facts, then demonstrating repeatedly, but learning is an experiential process in the real world. Thekarateristik
Characteristics dalam
deep pembelajaran
Learning kontekstual
Contextual tersebut diuraikan sebagai berikut: a) pembelajaran kontekstual merupakan proses pengaktifan pengetahuan yang sudah ada, dengan kata lain apa yang akan dipelajari oleh
It is described as follows: a) Contextual learning is the process of activating existing knowledge, in other words what will be learned by thesiswa
student merupakan
be pngetahuan
Knowledge utuh
complete yang
thatsaling
each other berhubungan satu sama lain; b) pembelajaran kontekstual merupakan proses memperoleh dan menambah pengetahuan baru, yang diperoleh secara deduktif. Ini mengandung makna bahwa pembelajaran kontekstual dimulai dengan mempelajari sesuatu
relate to each other; b) Contextual learning is the process of acquiring and adding new knowledge, which is obtained deductively. This means that contextual learning begins with learning somethingsecara
by menyeluruh
Total kemudian
then menguraikanya
Unravelling it menjadi
become bagian-bagian
Parts kecil
small yang lebih mudah dipahami; c) pemahaman pengetahuan. Ini mengandung makna bahwa pengetahuan yang diperoleh
easier to understand; c) Understanding of knowledge. This means that the knowledge gainedbukan untuk dihafalkan, melainkan untuk dipahami dan
not to be memorized, but to be understood anddiyakini
Believed; d) mempraktikan
Practice pengetahuan
knowledge dan
andpengalaman
experience. Ini mengandung makna bahwa pengetahuan dan pengalaman yang diperoleh harus dapat diaplikasikan ke dalam kehidupan sehari-hari siswa, sehingga akan nampak terjadinya perubahan perilaku pada siswa tersebut; e) melakukan refleksi pada strategi pengembangan pengetahuan. Keadaan ini dimaksudkan sebagai sarana umpan balik guna memperbaiki berbagai kekurangan, sehingga pembelajaran yang dilaksanakan lebih sempurna.
. This means that the knowledge and experience gained must be applied to the student's daily life, so that there will be a change in behavior in the student; e) Reflect on the Knowledge Development Strategy. This situation is intended as a means of feedback to correct various shortcomings, so that the learning carried out is more perfect.
Pada model pembelajaran Contekstual Teaching and Learning bernuansa kearifan lokal, terdapat beberapa faktor pendukung yang dapat mempermudah pengimplementasian model pembelajaran Contextual Teaching and Learning bernuansa kearifan lokal sebagai berikut: a) antusiasme siswa ketika terlibat langsung dalam pembelajaran dan menjadi pusat pembelajaran (siswa sebagai subjek ajar) pada pembelajaran bangun ruang kubus dan balok di awali dengan mengamati besek yang sering digunakan masyarakat desa jogosetran pada acara miwit
In the Contextual Teaching and Learning learning model with local wisdom nuances, there are several supporting factors that can facilitate the implementation of the Contextual Teaching and Learning learning model with local wisdom nuances as follows: a) students' enthusiasm when directly involved in learning and becoming the center of learning (students as teaching subjects) In learning to build a cube and block room, it begins by observing the besek that is often usedby the peopleofJogosetran Village at the MIWIT event;
![]()
Gambar 2 Pemanfaatan Besek Sebagai Media
Figure 2 Utilization of Besek as Media
b)belajar berdasarkan pengalaman nyata dan mengaitkannya dengan pengalaman
Learn based on real experience and relate it to experiencesiswa
student pada
atmasalah
problem lainya
Other yang
thatlebih
more besar
big (terintegrasi)
(integrated) ketika siswa mengamati besek mencatat variabel-variabel penting
When students observe besek record important variablesuntuk memudahkan dalam menyelesaikan masalah matematika, menghitung luas permukaan dan volume
To make it easier to solve mathematical problems, calculate the surface area and volume; c) keterampilan dikembangkan atas dasar pemahaman bukan atas dasar latihan
; c) skills are developed on the basis of understanding and not on the basis of practice siswa mengukur panjang, lebar dan tingi besek untuk menemukan luas permukaan dan volume
Students measure the length, width and height of the besek to find the surface area and volume; d) siswa berupaya menemukan, menggali, berdiskusi, berpikir kritis dan memecahkan masalah
; d) students seek to find, explore, discuss, think critically and solve problems, dalam me
in maynyelesaikan masalah siswa
Solving Students' Problemsharus
mustmenemukan
findkonsep
concept matematika
mathematics, berdiskusi
Discuss menentuka
determine strategi
strategyteknik
technique dan taktik secara matematis untuk mencapai solusi
and mathematically methods to achieve solutions. Hal
. Thingini sejalan
Line dengan
with Merdiati yang
thatmenyatakan
explain bahwa
that pembelajaran kontekstual menyediakan lingkungan yang mendukung pembelajaran mandiri dengan tiga karakteristik umumnya, yaitu kesadaran berpikir, penggunaan strategi dan motivasi berkelanjutan
Contextual learning provides an environment that supports independent learning with three common characteristics, namely mindfulness, use of strategies and sustained motivation(Mardiati, 2018). Penggunaan teknik bertanya dalam pembelajaran kontekstual juga dalam meningkatkan kemampuan peserta didik dalam pemecahan masalah dan keterampilan berpikir tingkat tinggi
. The use of questioning techniques in contextual learning is also in improving students' problem-solving abilities and high-level thinking skills(Dwidayati, 2020; Hashim, 2021); e) adanya
e) the existence ofkesadaran
awareness bekerjasama
cooperate (kolegalitas
Collegiate) akan
will membentuk
Form komunitas
community belajar (
Learn (learning community); f) kerjasama antara guru dan siswa akan menciptakan hubungan yang harmonis sehingga dapat menstimulasi siswa untuk berpikir kreatif dalam mengekspresikan pendapat, mengembangkan kemampuan berkomunikasi, bertanggung jawab, percaya diri dan juga meningkatkan motivasi belajar siswa. Selain itu, dalam pembelajaran kontekstual guru ikut terlibat secara aktif dan kreatif dalam
); f) Cooperation between teachers and students will create a harmonious relationship so that it can stimulate students to think creatively in expressing opinions, develop communication skills, be responsible, confident and also increase students' motivation to learn. In addition, in contextual learning, teachers are actively and creatively involved inmengembangkan
Develop kegiatan
Activities pembelajaran
Learning konteksual
Contextual sehingga
so that mengubah
change kebiasaan
habit lama guru sebagai fasilitator dan mediator
Long Time Teachers as Facilitators and Mediators(Trimurtini, 2021); g) sikap
attitude guru yang
Teachers whomemerkan
Brand penguatan
Strengthening dalam
deep pembelajaran
Learning bukan memberikan kesimpulan. Pembelajaran yang berkualitas juga berimplikasi pada hasil kemampuan literasi matematika berdasarkan gender
not to give a conclusion. Quality learning also has implications for the results of mathematics literacy skills based on gender
Dalam mengetahui kemampuan literasi matematika ditinjau berdasarkan gender, pemilihan subjek penelitian berdasarkan hasil tes. Pengelompokan kemampuan literasi matematika dikelompokkan menjadi siswa laki-laki dan siswa perempuan yang memiliki nilai tes kemampuan literasi matematika tinggi, sedang, dan rendah. Skor untuk menentukan kategori kemampuan literasi matematika siswa berdasarkan gender dapat dilihat pada Tabel 6 berikut.
In knowing theability of mathematical literacy is reviewed based on gender, the selection of research subjects is based on the results of the study. The grouping of mathematical literacy skills is grouped into male students and female students who have high, medium, and low mathematical literacy test scores. The score for determining the category of students' mathematical literacy ability by gender can be seen in Table 6 below.
Tabel 6 Skor Kemmpuan Literasi Matematika Berdasarkan Gender
Table 6 Mathematics Literacy ScoresBased on Gender
Gender | Mean | Tinggi Tall | Sedang Keep | Rendah Low |
Perempuan Woman | 86 | 95 | 88 | 68 |
Laki-laki Man | 81 | 95 | 85 | 63 |
Rata-rata kemampuan literasi matematika pada gender perempuan yaitu sebesar 86 lebih tinggi daripada kemampuan literasi matematika pada gender laki-laki yaitu sebesar 81 pada model pembelajaran
The average mathematics literacy ability in the female gender is 86 higher than the mathematical literacy ability in the male gender, which is 81 in the learning modelContextual Teaching and Learning bernuansa kearifan lokal. Siswa dengan gender
nuances of local wisdom. Students with genderperempuan
woman dan
andlaki
husband laki
husband yang
thatdipilih
Selected sebagai
as subjek penelitian kemampuan literasi matematika tinggi yaitu X-3 dengan gender perempuan dan X-27 dengan gender laki-laki. Berdasarkan hasil penelitian, terlihat bahwa kemampuan literasi matematika X-3 dan X-27 tidak jauh berbeda di setiap level kemampuan literasi matematika dan dapat memenuhi setiap aspek komponen proses literasi matematika. Pada soal level 1, level 2, dan level 3 kemampuan literasi matematika, X-3 dan X-27 dapat memenuhi ketiga aspek komponen proses dengan sangat baik, yaitu aspek
The research subjects of high mathematical literacy ability are X-3 with female gender and X-27 with male gender. Based on the results of the study, it can be seen that the mathematical literacy skills of X-3 and X-27 are not much different at each level of mathematical literacy ability and can meet every aspect of the components of the mathematical literacy process. In the level 1, level 2, and level 3 questions of mathematical literacy skills, X-3 and X-27 can fulfill the three aspects of the process components very well, namely theformulating
Formulation dengan indikator
with indicatorscommunication dan
andusing symbol
using the symbol, aspek
Aspectsemploying dengan
with memenuhi
Meet indikator
Indicators matematizing
Mathematics, devising strategis
strategic, dan
andusing mathematic tools,
using mathematical tools. aspek
Aspectsinterpreting dengan memenuhi indikator
by meeting the indicatorsrepresentation, reasoning dan
andargument. Sehingga untuk soal level 1, X-3 dan X-27 tidak memiliki masalah dalam
So for level 1 questions, X-3 and X-27 have no problems inmengerjakannya,
working on it, karena pada setiap aspek soal dapat menuliskan variabel-variabel penting sehingga dapat
Because in each aspect of the question can be written important variables so that it can bemengubah
change soal
question literasi
literacy kedalam
Into bentuk
shape matematika
mathematics hal
thing ini sejalan
Line dengan
with Dwirahayu dalam
deep menyelesaikan
finish soal
question literasi dituntut untuk menemukan permasalahan dalam bentuk pertanyaan matematika
Literacy is required to find problems in the form of mathematical questions (Dwirahayu, 2017). Pada soal level 4 kemampuan literasi matematika, X-3 dan X-27 dapat memenuhi ketiga aspek komponen proses dengan sangat baik, yaitu aspek
. In the level 4 questions of mathematical literacy skills, X-3 and X-27 can meet all three aspects of the process components very well, namely theformulating, employing, dan
andinterpreting. akan tetapi X-3 masih
but X-3 is stillbelum
not yet memenuhi
Meet indikator
Indicators matematizing
Mathematics pada
ataspek
Aspects employing, dan X-27 juga belum memenuhi indikator
and the X-27 also did not meet the indicatorscommunication pada aspek
on the aspectformulation,X-3 dan 27
-3 and 27mengalami kekeliruan
Experiencing confusiondalam
deep menafsirkan
interpret informasi
information kedalam
Into bentuk
shape matematika
mathematics secara
by tertulis sehingga kurang tepat dalam menerapkan
written so that it is not appropriate to applypembelajaran
Learning matematika
mathematics dalam
deep kontek
Context pemecahan
Solving masalah
problem yang dihadapi.
face.Literasi matematika merupakan kombinasi angka dan kata dimana siswa
Mathematical iteration is a combination of numbers and words where studentsmenerapkan pembelajaran matematika dalam konteks pemecahan masalah
Applying Math Learning in the Context of Problem Solving (Setyaningsih
(Sigh)et al., 2016). Secara keseluruhan X-3 dan X-27 dapat menyelesaikan soal level 4 kemampuan literasi matematika dengan cukup baik. Pada soal level 5 kemampuan literasi matematika, X-3 dan X-27 dapat memenuhi ketiga aspek komponen proses dengan sangat baik yaitu aspek
Overall, X-3 and X-27 can solve level 4 math literacy skills problems quite well. In the level 5 questions of mathematical literacy skills, X-3 and X-27 can meet the three aspects of the process components very well, namely theformulating, employing dan
andinterpreting, sehingga X-3 dan X-27 dapat menyelesaikan seluruh soal level 5 dengan baik. Hal ini
, so that X-3 and X-27 can solve all level 5 problems well. Thissejalan
Line dengan
with pendapat
opinion hendroanto
Stuart, bahwa
that siswa
student dengan
with kemampuan literasi matematika yang tinggi cenderung dapat menghadapi masalah matematika dan merumuskan permasalahan tersebut dengan baik
High mathematical literacy skills tend to be able to face mathematical problems and formulate these problems well(Tustin, 2021).
Siswa yang dipilih dengan kemampuan literasi matematika sedang, yaitu X-16 dengan gender perempuan dan X-12 dengan gender laki-laki. Nilai tes kemampuan literasi matematika dari X-16 adalah 88 dan nilai X-12 adalah 85. Terlihat bahwa kemampuan literasi yang berbeda pada tiap level kemampuan literasi matematika dan dapat memenuhi beberapa indikator pada aspek komponen proses literasi matematika. Pada soal level 1 kemampuan literasi matematika, X-16 dan X-12 dapat memenuhi beberapa indikator dari ketiga aspek komponen proses yaitu
Students with moderate mathematical literacy skills were X-16 with female gender and X-12 with male gender. The math literacy test score of X-16 is 88 and X-12's score is 85. It can be seen that literacy skills are different at each level of mathematical literacy ability and can meet several indicators in the component aspects of the mathematical literacy process. In the level 1 question of mathematical literacy skills, X-16 and X-12 can meet several indicators from the three aspects of the process components, namelyformulating, employing dan
andinterpreting. akan tetapi X-16 belum dapat memenuhi indikator
however, the X-16 has not been able to meet the indicatorsusing mathematic tools pada aspek
on the aspectemploying hal tersebut
Thiskarena adanya kekeliruan dalam me
because there is a mistake in thenggunakan alat
Use the toolmatematika
mathematics sehingga
so that hasil
result penghitungannya
The Calculation kurang
less tepat
true, hal
thing tersebut kesalahan umum yang sering dilakukan siswa
These are common mistakes that students often make. Hal ini diungkapkan Yeni
This was revealed by Yeni bahwa
that siswa mengalami kesulitan dalam memecahkan masalah matematika karena tidak berkompeten dalam matematika selain itu mengalami
students have difficulty in solving math problems because they are not competent in math in addition to experiencingkekeliruan
mistake umum
common dalam
deep mehami
mesmerize symbol, proses
symbols, processesmatematika
mathematics, menghitung, nilai dan tempat, serta tulisan yang tidak terba
, counting, value and place, and unreadable writingsca (Damaiyanti, 2019). X-12 pada
X-12 on menyelesaikan soal level 1 dengan sangat baik karena telah dapat memenuhi semua indikator dari ketiga aspek komponen proses literasi matematika. Pada soal level 2 kemampuan literasi matematika, X-16 dan X-12 dapat memenuhi beberapa indikator dari ketiga
Solving level 1 questions very well because they were able to meet all indicators of the three aspects of the mathematics literacy process components. In the level 2 question of mathematical literacy ability, X-16 and X-12 can meet several indicators from the threeaspek komponen proses, akan tetapi X-12 belum dapat memenuhi indikator
aspects of the process components, but X-12 has not been able to meet the indicatorscommunication pada aspek
on the aspectformulating
Formulation, dan X-16 belum dapat memenuhi indikator
, and X-16 has not been able to meet the indicatorusing mathematic tools pada aspek
on the aspectemploying. Sehingga secara keseluruhan X-16 dan X-12 dapat menyelesaikan soal level 2 dengan cukup baik. Pada soal level 3 kemampuan literasi matematika X-16 dan X-12 telah dapat memenuhi semua indikator dari ketiga aspek komponen proses yaitu
. So overall X-16 and X-12 can solve level 2 problems quite well. In the level 3 questions, the mathematical literacy skills of X-16 and X-12 have been able to meet all indicators of the three aspects of the process components, namelyformulating, employing dan
andinterpreting, sehingga secara keseluruhan X-16 dan X-12 dapat menyelesaikan soal level 3 dengan sangat baik. Pada soal level 4 kemampuan literasi matematika X-16 dan X-12 telah dapat memenuhi beberapa indikator dari ketiga aspek komponen proses. Akan tetapi X-12 belum dapat memenuhi
, so that overall X-16 and X-12 can solve level 3 problems very well. In the level 4 questions, the mathematical literacy skills of X-16 and X-12 have been able to meet several indicators from the three aspects of the process components. However, the X-12 has not been able to meet the requirementsindikator using mathematic tools
Indicators using mathematic tools pada aspek
on the aspectemploying. Sehingga secara keseluruhan X-16 dapat menyelesaikan soal level 4 dengan sangat baik dan X-12 dengan cukup baik. Pada soal level 5 kemampuan literasi matematika X-16 dan X-12 telah dapat memenuhi beberapa indikator komponen proses literasi matematika, akan tetapi X-12 belum dapat memenuhi indikator
. So overall X-16 can solve level 4 problems very well and X-12 quite well. In the level 5 questions, the mathematical literacy skills of X-16 and X-12 have been able to meet several indicators of the components of the mathematics literacy process, but X-12 has not been able to meet the indicatorscommunication pada aspek
on the aspectformulating
Formulation dan
andindikator
Indicators matematizing
Mathematics pada
ataspek
Aspects employing, sedangkan X-16 belum dapat memenuhi indikator
, while X-16 has not been able to meet the indicatorsusing mathematic tools pada aspek
on the aspectformulating
Formulationdan indikator
and indicatorsrepresentation
Presentationpada aspek
on the aspectinterpreting. Sehingga secara keseluruhan X-16 dan X-12 dapat menyelesaikan soal literasi matematika level 5 dengan cukup baik. Berdasarkan uraian tersebut X-16 kurang dapat memenuhi indikator
So that overall X-16 and X-12 can solve level 5 mathematics literacy problems quite well. Based on this description, X-16 is less able to meet the indicatorsusing mathematic tools pada aspek
on the aspectemploying, sementara X-12 kurang dapat memenuhi indikator
, while X-12 is less able to meet the indicatorcommunication pada aspek
on the aspectformulating.
formulation. hal
thingini sejalan
Line dengan
with peneltian
Stuttgart Yeni,
Yenibahwa
that perkembangan
development kemampuan literasi matematika pada gender perempuan masih kurang dalam memenuhi aspek
Mathematics literacy ability in women's gender is still lacking in meeting aspectsemploying dan laki-laki kurang dapat memenuhi aspek
and men are less able to meet theformulating
Formulation (Damaiyanti, 2019).
Siswa dengan gender perempuan dan laki-laki yang dipilih sebagai subjek penelitian kemampuan literasi matematika rendah yaitu X-11 dengan gender perempuan dan X-8 dengan gender laki-laki. Nilai tes kemampuan literasi matematika X-11 yaitu 68 dimana X-11 telah
Students with female and male genders who were selected as research subjects with low mathematical literacy ability were X-11 with female gender and X-8 with male gender. The score of the X-11 mathematical literacy ability test is 68 where X-11 hasmencapai BTA untuk
achieve BTA tonilai
value kemampuan
ability literasi
literacy matematikanya
The math. Sedangkan X-8 mendapatkan nilai 63, dimana X-8 belum mencapai BTA dan mendapatkan
. While X-8 got a score of 63, where X-8 has not reached BTA and gotnilai
value terendah
Lowest di
atkelasnya
Class. Berdasarkan hasil penelitian, terlihat bahwa kemampuan literasi matematika X-11 dan X-8 hampir sama di setiap aspek komponen proses kemampuan literasi matematika, yaitu dapat memenuhi indikator
. Based on the results of the study, it can be seen that the mathematical literacy skills of X-11 and X-8 are almost the same in every aspect of the mathematical literacy ability process component, namely being able to meet the indicatorsusing symbol
using the symbol pada aspek
on the aspectformulating
Formulation dan indikator
and indicatorsreasoning and argument pada aspek
on the aspectinterpreting, namun pada aspek komponen proses kemampuan literasi matematika yang lain X-11 cenderung belum dapat memenuhi indikator
, but in other aspects of the mathematical literacy ability process component X-11 tends not to be able to meet the indicatorsusing mathematic tools pada aspek
on the aspectemploying dan X-8 cenderung belum dapat memenuhi indikator
and X-8 is unlikely to be able to meet the indicatorscommunication pada aspek
on the aspectformulating
Formulation dan juga indikator
and also indicatorsrepresentation
Presentation pada aspek
on the aspectinterpreting. hal tersebut sejalan dengan pendapat Linda dan Ana bahwa laki-laki lebih unggul dalam ketelitian, ketepatan dan komunikasi matematis
. This is in line with Linda and Ana's opinion that men are superior in precision, precision and mathematical communication(Damaiyanti, 2019; Hilmiyati, 2018). Selain
. Besidesitu
that penelitian
research dari
from A’an
São Paulo menjelaskan
explain bahwa
that siswa
student dengan kemampuan literasi rendah masih mengalami kesulitan dalam menerjemahkan masalah ke dalam model matematika
with low literacy skills still have difficulty in translating problems into mathematical models(Nurani
(Conscience)et al., 2020).
Siswa dengan gender perempuan dan gender laki-laki pada kemampuan literasi matematika memiliki keunggulan yang berbeda. Kemampuan literasi matematika pada gender perempuan lebih dapat memenuhi indikator
Students with female gender and male gender in mathematical literacy abilities have different advantages. Mathematical literacy ability in female gender is more able to meet the indicatorscommunication pada aspek
on the aspectformulating
Formulation dan indikator
and indicatorsreasoning and argument pada aspek
on the aspectinterpreting yang mana siswa dengan gender perempuan lebih unggul dalam komunikasi matematis dan ketelitian. Sedangkan siswa dengan gender laki-laki lebih dapat memenuhi indikator
where students with female gender are superior in mathematical communication and accuracy. Meanwhile, students with male gender are more able to meet the indicatorsdevising strategis
Strategic Devising dan indikator
and indicatorsusing mathematic tools pada aspek
on the aspectemploying, yang mana siswa laki-laki lebih unggul dalam penalaran dan operasi matematis. Penelitian ini relevan dengan penelitian Linda dan Ana, bahwa laki-laki
, where male students excel in mathematical reasoning and operations. This research is relevant to Linda and Ana's research, that menlebih
more unggul
superior dalam
deep pengoprasian
Operation matematika
mathematics, sedangkan
While perempuan
woman lebih unggul dalam komunikasi matematis
Superior in Mathematical Communication(Damaiyanti,
(Peacefully, 2019). Hal tersebut
This isdidukung
Supported dengan
with penelitian
research csikos yang
thatmenyatakan
explain bahwa
that kemampuan spasial laki-laki lebih baik dan memiliki penalaran abstrak yang
better spatial abilities of men and have abstract reasoning thatlebih baik
better(Wafubwa & Csíkos, 2022). Penelitian
Research linda menjelaskan
explain, perbedaan
difference laki-laki
man dan perempuan dalam belajar
and women in learning matematika sebagai berikut: 1)
mathematics as follows: 1)laki-laki lebih unggul dalam penalaran, sedangkan perempuan lebih unggul dalam ketepatan, ketelitian, dan kecermatan; 2) laki-laki memiliki kemampuan matematika dan mekanika lebih baik daripada perempuan, akan tetapi perbedaan ini tidak nyata pada tingkat sekolah dasar dan akan nampak lebih jelas pada tingkat yang lebih tinggi
men are superior in reasoning, while women are superior in precision, precision, and precision; 2) Boys have better math and mechanics skills than girls, but this difference is not real at the elementary school level and will be more obvious at higher levels(Damaiyanti,
(Peacefully, 2019). Vargas dalam
deep penelitianya
The researcher juga
alsomengatakan
say bahwa
that wanita pada kelas pertama cenderung menggunakan manipulative strategi dan kelas pertama anak laki-laki lebih mungkin untuk menggunakan strategi pengambilan tindakan pemecahan masalah secara langsung
Girls in the first class tend to use manipulative strategies and the first class boys are more likely to use the strategy of taking action-solving solutions directly(Diaz & Correa, 2022). Penelitian yang
The Elite telah
already dilakukan
Done Dwidayanti menunjukkan
show bahwa
that dengan
with menggunakan
usecontextual teaching and learning lebih efisien dalam meningkatkan kemampuan literasi matematika siswa dibandingkan dengan model konvensional
More efficient in improving students' mathematical literacy skills compared to conventional models(Dwidayati & Aminah, 2020). Hal ini
. Thissejalan
Line dengan
with penelitian
research Ayuning
Squirting yang
thatmengatakan
say bahwa
that model
typecontextual teaching and learning pada kelas eksperimen
in the experimental classlebih
more efektif
effective dalam
deep meninkatkan
Squeezing literasi
literacy matematika
mathematics jika
if dibandingkan
Thandengan
with menggunakan
use model
typeekspositori
expository pada
atkelas
class kontrol
control (Anang Taufik
(Anang Taufik) et al., 2019). Model pembelajaran berbasis kearifan lokal dapat dikatakan sebagai model pendidikan yang memiliki relevansi tinggi bagi pengembangan kecakapan hidup dengan bertumpu pada pemberdayaan keterampilan dan potens
. The learning model based on local wisdom can be said to be an educational model that has high relevance for the development of life skills by relying on the empowerment of skills and potential.i lokal di masing-masing daerah
i local in each region(Umbara et al., 2021). Secara
Bykeseluruhan
sum perbedan
Differences kelas
class eksperimen
experiment dan kontrol berdasarkan capaian indikator literasi matematika dalam merumuskan masalah secara matematika, menggunakan
and control based on the achievement of mathematical literacy indicators in formulating problems mathematically, using konsep,
conceptstrategi dan penyelesaian masalah secara matematika
Mathematical Strategies and Problem Solving disajikan pada
presented on
Gambar 3
Figure 3Siswa perempuan kelas eksperimen lebih unggul dalam merumuskan masalah baik dari kelas kontrol maupun dari siswa laki-laki hal ini karena perempuan lebih cermat dan teliti dalam menentukan variabel soal secara matematis (Nurani et al., 2020), siswa laki-laki kelas eksperimen lebih unggul dibandingkan dengan kelas kontrol maupun gender perempuan hal ini dikarenakan siswa laki-laki dapat menggunakan konsep matematika dan dapat menentukan langkah-langkah penyelesaian secara tepat (Setiawan et al., 2019)
Female students in the experimental class are superior in formulating problems both from the control class and from the male students, this is because women are more careful and meticulous in determining the variables of the problem mathematically (Nurani et al., 2020), male students in the experimental class are superior compared to the control class and the female gender, this is because male students can use mathematical concepts and can determine the right solution steps (Setiawan et al., 2019).
kesimpulan
conclusion
Simpulan yang dapat diambil dari hasil penelitian ini bahwa pembelajaran dengan menggunakan model contextual teaching and learning bernuansa kearifan lokal berkualitas dalam meningkatkan kemampuan lterasi matematika siswa SDN 2 Jogosetran. Hal ini ditunjukkan dengan rata-rata skor perangkat pembelajaran dengan kategori baik dan hasil keterlaksanaan pembelajaran pertemuan pertama sampai pertemuan keempat berkategori sangat baik, begitu pula rata-rata kemampuan literasi matematika dengan model Contextual Teaching and Learning bernuansa kearifan lokal melampaui nilai KKM yang telah di tentukan, rata-rata kemampuan literasi matematika dengan model Contextual Teaching and Learning bernuansa kearifan lokal lebih baik dari rata-rata kelas dengan menggunakan model ekspositori dan proporsi ketuntasan kelas yang diajar dengan menggunakan model Contextual Teaching and Learning bernuansa kearifan lokal lebih tinggi daripada kelas yang diajar dengan menggunakan model ekspositori. Pada penelitian ini juga membuktikan bahwa kemampuan literasi matematika siswa dengan gender perempuan lebih unggul dalam hal komunikasi matematis dan ketelitian, sedangkan siswa laki-laki lebih unggul dalam hal penalaran dan operasi matematika.
The conclusion that can be drawn from the results of this study is that learning using the contextual teaching and learning model has the nuances of quality local wisdom inimproving the mathematical literacyabilityof SDN 2 Jogosetran students. This is shown by the average score of learning tools with the good category and the results of the implementation of learning from the first meeting to the fourth meeting are very good, as well as the average mathematical literacy ability with the Contextual Teaching and Learning model with nuances of local wisdom exceeding the KKM score that has been determined, the average mathematical literacy ability with the Contextual Teaching and Learning model with the nuances of local wisdom is better than the class average by using the positorial model and the proportion of completeness of the classes taught using the Contextual Teaching and Learning model with the nuances of local wisdom is higher than the class taught using the model expository. This study also proves that the mathematical literacy ability of students with female gender is superior in terms of mathematical communication and accuracy, while male students are superior in terms of reasoning and mathematical operations.
Acknowledgement
Penulis mengucapkan banyak terimakasih kepada beberapa pihak yang telah memberikan bantuan dan arahan sehingga penelitian ini dapat terlaksana dengan baik dan lancar. Terimakasih kepada Kepala Sekolah dan Guru Kelas V SDN 1 Jogosetran dan SDN 2 Jogosetran yang telah mengizinkan guna melakukan penelitian. Terimakasih kepada siswa kelas V SDN 1 Jogosetran dan SDN 2 Jogosetran yang telah berpartisipasi dalam penelitian ini. Terimakasih kepada kedua Orang Tua saya yang selalu menyemangati, mendoakan dan mensuport untuk menyelesaikan penelitian dengan baik.
The author would like to thank several parties who have provided assistance and direction so that this research can be carried out properly and smoothly. Thank you to the Principal and Teachers of Class V of SDN 1 Jogosetran and SDN 2 Jogosetran for allowing them to conduct research. Thank you to the students of grade V of SDN 1 Jogosetran and SDN 2 Jogosetran who haveparticipated in this research. Thank you to my parents who always encouraged, prayed and supportedtocompletethe research well.
REFERENsi
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