IDENTIFIKASI LINGKUNGAN BELAJAR LITERASI MATEMATIKA UNTUK GURU

Authors

  • Tria Gustiningsi Universitas Sjakhyakirti, Indonesia
  • Ratu ilma Indra Putri Universitas Sriwijaya, Indonesia
  • Zulkardi Zulkardi Universitas Sriwijaya, Indonesia
  • Hapizah Hapizah Universitas Sriwijaya, Indonesia

DOI:

https://doi.org/10.31100/histogram.v6i2.2425

Keywords:

Literasi Matematika, Guru Penggerak, Lingkungan Belajar

Abstract

Penelitian ini bertujuan untuk mengidentifikasi lingkungan belajar literasi matematika berdasarkan survey kepada guru penggerak dan non-guru penggerak. Jenis penelitian adalah deskriptif kuantitatif. Data dikumpulkan menggunakan angket dalam bentuk google form yang disebarkan melalui whatsapp dan telegram. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa jumlah penerapan literasi matematika di kelas yang dilaksanakan oleh guru penggerak dan non-guru penggerak kurang dari 50%. Lingkungan belajar literasi matematika yang dimiliki oleh sekolah juga kurang dari 50%. Berdasarkan survey kepada guru penggerak, nilai rata-rata sekolah yang sudah memiliki lingkungan belajar literasi matematika adalah 26,69%, sedangkan berdasarkan survey kepada guru non-guru penggerak, nilai rata-rata sekolah yang sudah memiliki lingkungan belajar literasi matematika adalah 21,87%. Temuan dari penelitian ini adalah terdapat saran dari guru penggerak maupun non-guru penggerak dalam meningkatkan literasi matematika yaitu saran untuk dikembangkan lingkungan belajar literasi matematika berupa kegiatan berupa pelatihan, bimbingan untuk guru dan siswa, pembentukan forum diskusi, dan pengembangan media yang mendukung literasi matematika.

References

Botha, H., Maree, J., & Stols, G. (2013). Mathematical Literacy Teachers: Can Anyone Be One? Perspectives in Education, 31(4), 180–194.

Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A. (2020). Numeracy Across the Curriculum. In Numeracy Across the Curriculum. https://doi.org/10.4324/9781003116585.

Gustiningsi, T. (2015). Pengembangan Soal Matematika Model PISA Untuk Mengetahui Kemampuan Berpikir Kritis Matematis Siswa Kelas Vii. Jurnal Pendidikan Matematika RAFA, 1(1), 139–158. http://jurnal.radenfatah.ac.id/index.php/jpmrafa/article/view/1228.

Gustiningsi, T., Putri, R. I. I., Zulkardi, & Hapizah. (2022). Secondary mathematics teachers’ ability in solving Pisa-like mathematics problems. AIP Conference Proceedings, 2577. https://doi.org/10.1063/5.0096217.

Kemendikbud. (2017). Materi Pendukung Literasi Numerasi. In Kementerian Pendidikan dan Kebudayaan.

Khoirudin, A., Dwi Styawati, R., & Nursyahida, F. (2017). Profil Kemampuan Literasi Matematika Siswa Berkemampuan Matematis Rendah dalam Menyelesaikan Soal Berbentuk PISA. AKSIOMA, 8(2). https://doi.org/10.26877/aks.v8i2.1839.

Meroni, E. C., Vera-Toscano, E., & Costa, P. (2015). Can Low Skill Teachers Make Good Students? Empirical Evidence from PIAAC and PISA. Journal of Policy Modeling, 37(2), 308–323. https://doi.org/10.1016/j.jpolmod.2015.02.006.

Muzaki, A., & Masjudin, M. (2019). Analisis Kemampuan Literasi Matematis Siswa. Mosharafa: Jurnal Pendidikan Matematika, 8(3). https://doi.org/10.31980/mosharafa.v8i3.557.

OECD. (2016). PISA 2015 Results. In OECD Publishing.

OECD. (2019). PISA 2018 Mathematics Framework. OECD Publishing. https://doi.org/10.1787/13c8a22c-en.

Perkins, D. N. (2013). Technology meets constructivism: Do they make a marriage? In Constructivism and the Technology of Instruction: A Conversation. https://doi.org/10.4324/9780203461976.

Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106. https://doi.org/10.1016/j.worlddev.2018.01.018.

Prawitasari, B., & Suharto, N. (2020). The Role of Guru Penggerak (Organizer Teacher) in Komunitas Guru Belajar (Teacher Learning Community). https://doi.org/10.2991/assehr.k.200130.145.

Safrizal, S., Yulia, R., Nurhafizah, N., & Husnani, H. (2022). Analysis of Guru Penggerak Programs as Sustainable Professional Development for Teachers. Jurnal Pendidikan, 14(2), 2135–2142. https://doi.org/10.35445/alishlah.v14i1.829.

Sahlberg, P. (2011). PISA in Finland: An education miracle or an obstacle to change? Center for Educational Policy Studies Journal, 1(3). https://doi.org/10.26529/cepsj.418.

Sijabat, O. P., Manao, M. M., Situmorang, A. R., Hutauruk, A., & Panjaitan, S. (2022). Mengatur Kualitas Guru Melalui Program Guru Penggerak. Journal of Educational Learning and Innovation (ELIa), 2(1). https://doi.org/10.46229/elia.v2i1.404.

Supriyati, Y., & Muqorobin. (2021). Mixed Model Cipp dan Kickpatrick Sebagai Pendekatan Evaluasi Program Pengembangan Kompetensi Guru Berbasis Kebutuhan Peningkatan Kemampuan Asessement Literasi-Numerasi (Cilapp Model Dalam Evaluasi Program). Jurnal Ilmiah Mandala Education, 7(1), 203–223. http://ejournal.mandalanursa.org/index.php/JIME/article/view/1733/1534.

Susanti, E., & Syam, S. S. (2017). Peran Guru dalam Meningkatkan Kemampuan Literasi Matematika Siswa Indonesia. Seminar Matematika Dan Pendidikan Matematika. https://www.researchgate.net/publication/328813314_Peran_Guru_dalam_Meningkatkan_Kemampuan_Literasi_Matematika_peserta didik_Indonesia.

Downloads

Additional Files

Published

2022-09-30

Issue

Vol. 6 No. 2 (2022): Histogram

Section

Articles

Citation Check

License

 

Please find the rights and licenses in Histogram: Jurnal Pendidikan Matematika. By submitting the article/manuscript of the article, the author(s) accept this policy.

1. License

The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International. 

2. Author’s Warranties

The author warrants that the article is original, written by a stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

3. User Rights

Histogram: Jurnal Pendidikan Matematika spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Histogram: Jurnal Pendidikan Matematika permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Histogram: Jurnal Pendidikan Matematika on distributing works in the journal.

4. Rights of Authors

Authors retain all their rights to the published works, such as (but not limited to) the following rights;

  • Copyright and other proprietary rights relating to the article, such as patent rights,
  • The right to use the substance of the article in own future works, including lectures and books,
  • The right to reproduce the article for own purposes,
  • The right to self-archive the article,
  • The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (Histogram: Jurnal Pendidikan Matematika).

5. Co-Authorship

If the article was jointly prepared by other authors, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. Histogram: Jurnal Pendidikan Matematika will not be held liable for anything that may arise due to the author(s) internal dispute. Histogram: Jurnal Pendidikan Matematika will only communicate with the corresponding author.

6. Royalties

This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by Histogram: Jurnal Pendidikan Matematika.

7. Miscellaneous

Histogram: Jurnal Pendidikan Matematika will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Histogram: Jurnal Pendidikan Matematika h editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.