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All Journal Al Ibtida: Jurnal Pendidikan Guru MI
Amir, Mohammad Faizal
Universitas Muhammadiyah Sidoarjo
Education

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Model-Eliciting Activities on Students' Mathematical Literacy by Reviewing Differences in Self-Regulated Learning Fajriyah, Ika Nada; Amir, Mohammad Faizal; Wardana, Mahardika Darmawan Kusuma; Rahman, Mohd Nazri Abdul
Al Ibtida: Jurnal Pendidikan Guru MI Vol 12, No 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19683

Abstract

AbstractThe mathematical literacy of students is still relatively low. However, it remains a goal and a necessity to develop mathematical literacy as a fundamental skill for solving problems in various contexts, particularly in formulating, employing, and interpreting mathematics. Previous studies have proven that model-eliciting activities effectively enhance mathematical literacy. On the other hand, mathematical literacy is influenced by differences in self-regulated learning. Therefore, this study answers whether implementing model-eliciting activities regarding self-regulated learning differences affects students' mathematical literacy. This study employed a quasi-experimental non-equivalent pretest and posttest design that involved 55 fourth-grade primary students. Data collection used a mathematical literacy test and a self-regulated learning questionnaire. The levels of self-regulated learning were categorised as low, medium, and high. The data analysis was a two-way analysis of variance test followed by the Tukey test. The study showed that implementing model-eliciting activities by considering differences in self-regulated learning affected students' mathematical literacy. Another finding is that students with high self-regulated learning are better at mathematical literacy than those with low self-regulated learning.Keywords: model-eliciting activities, mathematical literacy, self-regulated learning. AbstrakLiterasi matematika siswa masih tergolong rendah, namun sampai saat ini masih menjadi tujuan dan kebutuhan sebagai keterampilan fundamental untuk menyelesaikan masalah dalam berbagai konteks khususnya dalam hal merumuskan, menggunakan, dan menafsirkan matematika. Peneliti-peneliti sebelumnya telah membuktikan model-eliciting activities efektif untuk meningkatkan literasi matematika. Disisi lain, literasi matematika dipengaruhi oleh perbedaan self-regulated learning. Oleh karena itu, penelitian menjawab rumusan masalah mengenai apakah implementasi model-eliciting activities dengan memperhatikan perbedaan self-regulated learning berpengaruh terhadap literasi matematika siswa. Penelitian ini menggunakan quasi eksperimental non-equivalent pretest dan posttest desain dengan melibatkan 55 siswa kelas empat sekolah dasar. Pengumpulan data menggunakan tes literasi matematika dan kuisioner self-regulated learning. Perbedaan tingkat self-regulated learning dikategorikan sebagai rendah, sedang, dan tinggi. Analisis data yang digunakan adalah uji analisis varians dua arah dan dilanjutkan uji Tukey. Temuan penelitian menunjukkan implementasi model-eliciting activities dengan memperhatikan perbedaan self-regulated learning berpengaruh terhadap literasi matematika siswa. Temuan lainnya adalah siswa yang memiliki self-regulated learning tinggi lebih baik dalam literasi matematika dibanding siswa yang memiliki self-regulated learning rendah.Keywords: model-eliciting activities, literasi matematika, self-regulated learning.
Primary School Students’ Analogical Reasoning in Solving Open-ended Word Problems Rochman, Egitayanti Aulia; Amir, Mohammad Faizal
Al Ibtida: Jurnal Pendidikan Guru MI Vol 10, No 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.13769

Abstract

AbstractThis study aims to identify primary school students' analogical reasoning in solving open-ended word problems. This is qualitative research with a case study approach. The participants in this study were 25 fifth-grade primary school students selected using the purposive sampling technique to represent each category of analogical reasoning based on analogical reasoning tasks. Research instruments comprised of tests in analogical reasoning tasks and interview guidelines. Data analysis techniques included data reduction, presentation, and verification. Research results showed that there were three categories of students' analogical reasoning in solving word problems with close-ended source problems and open-ended target problems: (1) open comprehensive analogy, where students successfully solved the close-ended source problem and the open-ended target problem; (2) semi-open comprehensive analogy, where students successfully solved the close-ended source problem but did not successfully solve the open-ended target problem; and (3) failure in close-open analogy, where students did not successfully solve the close-ended source problem and the open-ended target problem. The results of this study suggest that educators, especially at the primary level, deepen students' ability to solve close-ended problems first so that students can solve open-ended problems with analogical reasoning.Keywords: analogical reasoning, problem-solving, open-ended, primary school. AbstrakPenelitian ini bertujuan untuk mengidentifikasi penalaran analogi siswa sekolah dasar dalam memecahkan word problems berbasis open-ended. Jenis penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Partisipan dalam penelitian ini sebanyak 25 siswa kelas lima sekolah dasar, untuk memilih subjek penelitian menggunakan teknik purposif yang mewakili setiap kategori penalaran analogi berdasarkan tugas penalaran analogi. Instrumen penelitian meliputi tes berupa analogical reasoning tasks dan pedoman wawancara. Teknik analisis data terdiri dari reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa terdapat tiga kategori penalaran analogi siswa ketika memecahkan word problems dengan masalah sumber close-ended dan masalah target open-ended, yaitu: (1) Analogi open comprehensive, siswa berhasil memecahkan masalah sumber close-ended dan masalah target open-ended; (2) Analogi semi-open comprehensive, siswa berhasil memecahkan masalah sumber close-ended tetapi tidak berhasil memecahkan masalah target yang open-ended; (3) Kegagalan analogi close-open, siswa tidak berhasil memecahkan masalah sumber close-ended dan masalah target open-ended. Hasil penelitian ini menyarankan kepada para pendidik khususnya di tingkat dasar untuk memperdalam kemampuan siswa dalam memecahkan masalah close-ended terlebih dahulu agar siswa bisa memecahkan masalah open-ended dengan penalaran analogi.Kata kunci: penalaran analogi, pemecahan masalah, open-ended, sekolah dasar.
Co-Authors Fajriyah, Ika Nada Mahardika Darmawan Kusuma Wardana Rahman, Mohd Nazri Abdul Rochman, Egitayanti Aulia