LITERASI MATEMATIKA, GAYA KOGNITIF DENGAN HIGH ORDER THINKING SKILL: STUDI KORELASIONAL
DOI:
https://doi.org/10.21009/jpd.v10i2.12816Keywords:
Mathematical literacy, cognitive styles, high order thinking skillAbstract
Mathematical literacy is the ability to analyze, give a reason and can communicate creative solutions of a problem in various situations and contexts in the surrounding life. This study aims to decide the relationship of Mathematical literacy and cognitive style with High order thinking skill of Class V Students Elementary School Setiabudi District, South Jakarta with a total of 60 students. The technique used to analyze data is statistical regression and correlation techniques. The results showed that there was a positive correlation between (1) Mathematics literacy with High order thinking skill (2) cognitive style with High order thinking skill (3) Mathematics literacy and cognitive styles with High order thinking skill. Thus, it can be concluded that there is a relationship between Mathematics literacy and cognitive style with High order thinking skill.
References
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Abidinsyah, A., Husamah, H., Royani, M.,& Ramdiah, S. (2018). Understanding,Planning, and Implementation of HOTS by Senior High School Biology Teachers in Banjarmasin-Indonesia. International Journal of Instruction, 12(1), 425–440. https://doi.org/10.29333/iji.2019.12128 a
Aktulun, Ö. U. (2018). Examination of the Relationships Between Mathematics Literacy Self-Efficacy Perceptions of Preschool Teachers and Geometric Shape Recognition and Number Skills of Children With Structural Equation Modelling. International Education Studies, 11(12), 63. https://doi.org/10.5539/ies.v11n12p63
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Alomyan, H. R. (2016). Web-based learning: Cognitive styles and instructional strategies. Australian Educational Computing, 31(1), 1–11.
Altintaş, S., & Görgen, İ. (2018). The Effects of Pre- service Teachers ’ Cognitive Styles on Learning Approaches. 7(4), 285–293. https://doi.org/10.11591/ijere.v7.i4.pp2 85-293
Baldi, S., Jin, Y., Skemer, M., Green, P. J., & Herget, D. (2007). Highlights From PISA 2006: Performance of U.S. 15 Year-Old Students in Science and Mathematics Literacy in an International Context. Ies, 1–9.
Chen, S. Y., & Chang, L. P. (2016). The influences of cognitive styles on individual learning and collaborative learning. Innovations in Education and Teaching International, 53(4), 458–471. https://doi.org/10.1080/14703297.2014. 931242
Del Prado Hill, P., Friedland, E. S., & McMillen, S. (2016). Mathematics- Literacy Checklists: A Pedagogical Innovation to Support Teachers as They Implement the Common Core. Journal of Inquiry and Action in Education, 8(1), 23–38. Retrieved from https://eric.ed.gov/?q=%22Reading+co mprehension%22+AND (“Working+memory”+OR+shifting+OR+inhibition+OR+planning+OR+executive+function*+OR+metacog*+OR+mtacomprehen*+OR+monitoring+OR+selfJPD:regul*+OR+selfmonitoring)&ff1=dtySince_2016&pg=8id=EJ1133599%0Ahttp
Dinni, H. N. (2018). HOTS (High Order Thinking Skills) dan Kaitannya dengan Kemampuan Literasi Matematika. Prisma, Prosiding Seminar Nasional Matematika, 1, 170–176.
Evans, B. R., Ardito, G., & Kim, S. (2017). Editor ’ s Perspective Article : Mathematics Problem Solving , Literacy , and ELL for Alternative Certification Teachers. Journal of the National Association for Alternative Certification (JNAAC), 12(1), 29–33. Retrieved from http://login.ezproxy.lib.umn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=EJ1142333&site=ehost-live
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Fong Peng, C. (2015). PerlaksanaanProgram Literasi dan Numrasi (LINUS). Malay Language Education Journal – MyLEJ.
Haara, F. O. (2018). Pedagogical Entrepreneurship in School Mathematics : An Approach for Students ’ Development of Mathematical Literacy. 19, 253–268.
Hasnawati. (2016). Description Of Mathematics Literacy Ability of Students First Secondary School State 15 Kendari Based On Content, Context, Materials and Process. International Journal of Education and Research,
4(4), 185–196.
Ic, U. (2018). Correlation between Computer and Mathematical Literacy Levels of 6th Grade Students. European Journal of Educational Research, 7(1), 63–70. https://doi.org/10.12973/eu-jer.7.1.63
Indriayu, M. (2018). The Influence of Science Literacy-Based Teaching Material towards Science Achievement.
7(3), 182–187. https://doi.org/10.11591/ijere.v7.i3.pp1 82-187
Koğar, E. Y. (2019). The Investigation of the Relationship Between Mathematics and Science Literacy and Information and Communication Technology Variables. Lnternational Electronic Journal of Elementary Education,
11(3), 257–271. https://doi.org/10.26822/iejee.2019349250
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Margunayasa, I. G., Suastra, I. W., Marhaeni, A. A. I. ., & Dantes, N. (2018). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12(1), 737–750.
https://doi.org/10.29333/iji.2019.12147a
Masjaya, & Wardono. (2018). Pentingnya Kemampuan Literasi Matematika untuk Menumbuhkan Kemampuan Koneksi Matematika dalam Meningatkan SDM. PRISMA, Prosiding Seminar Nasional Matematika, 1, 568–574.
Mathematics, T., & Styles, L. (2018). The Mathematics Learning Styles of Vocational College Students. European
Journal of Educational Research, 7(4), 935–940. https://doi.org/10.12973/eujer.7.4.935
Moslemi, N., & Dastgoshadeh, A. (2010). The Relationship Between Cognitive Styles and Young Adult Learners’ Preferences for Written Corrective Feedback La relación entre los estilos cognitivos y las preferencias de retroalimentación correctiva escrita de los estudiantes *. 24(2), 120–5927. https://doi.org/10.19183/how.24.2.338
Mqef, G. C. (2009). Mathematics for. Quantitative Literacy: Why Numeracy Matters for Schools, (c), 533–540. https://doi.org/10.1007/b97511
Ojose, B. (2011). Mathematics Literacy: Are We Able To Put The Mathematics We Learn Into Everyday Use? Journal of Mathematics Education © Education for All, 4(1), 89–100. Retrieved from http://educationforatoz.co /images/8.B obby_Ojose_--_Mathematics_Literacy_Are_We_Able_To_Put_The_Mathematics_We_Learn_Into_Everyday_Use.pdf
Paul, R., & Elder, L. (1996). Critical thinking. Modern Midwife. https://doi.org/10.1353/jge.2013.0015
Prayekti. (2018). The Influence of Cognitive Learning Style and Learning Independence on the Students’ Learning Outcomes. Higher Education Studies, 8(2), 37.https://doi.org/10.5539/hes.v8n2p37
Qasim, Kadir, A. (2015). konsep matematika, menjelaskan keterkaitan antar konsep dan mengaplikasikan konsep atau algoritma , secara luwes , akurat , efisien , menggunakan penalaran pada pola dan sifat , melakukan manipulasi matematika dalam membuat generalisasi , menyusun bukti. 3(3), 97–110.
Scroll, P., & For, D. (2009). Mathematical Thinking and Learning Mathematics Learning and Participation as Racialized Forms of Experience : African American Parents Speak on the Struggle for Mathematics Literacy (December 2013), 37–41. https://doi.org/10.1207/s15327833mtl0803
Self-, I. L. (2016). An Investigation into the Perceptions of Mathematics and Information Literacy SelfEfficacy Levels of Pre-Service Primary Mathematics Teachers. European Journal of Contemporary Education,
15(1), 84–93. https://doi.org/10.13187/ejced.2016.15.84
Suarsana, I. M., Lestari, I. A. P. D., & Mertasari, N. M. S. (2018). The Effect of Online Problem Posing on Students’ Problem-Solving Abilitiy in Mathematics. International Journal of Instruction, 12(1), 809–820.https://doi.org/10.29333/iji.2019.12152a
SUCIA, V. (2017). Pengaruh Gaya Komunikasi Guru Terhadap Motivasi Belajar Siswa. Komuniti: Jurnal
Komunikasi Dan Teknologi Informasi, 8(5), 112. https://doi.org/10.23917/komuniti.v8i5.2942
Tanase, M. F., & Lucey, T. A. (2017). Preservice teachers’ awareness of interdisciplinary connections: Mathematics, financial literacy, and social justice issues. Investigations in Mathematics Learning, 9(1), 2–18. https://doi.org/10.1080/19477503.2016. 1245027
Thien, L. M. (2016). Malaysian Students’ Performance in Mathematics Literacy in PISA from Gender and Socioeconomic Status Perspectives. Asia-Pacific Education Researcher, 25(4), 657–666. https://doi.org/10.1007/s40299-016-0295-0
Thompson, D. R., & Rubenstein, R. N. (2014). Literacy in Language and Mathematics. Journal of Adolescent &
Adult Literacy, 58(2), 105–108. https://doi.org/10.1002/jaal.338
Trusz, S. (2018). Four mediation models of teacher expectancy effects on students’ outcomes in mathematics and literacy. Social Psychology of Education, 21(2),257–287.https://doi.org/10.1007/s11218-017-9418-6
Wang, C., & Lu, H. (2018). Mediating effects of individuals’ ability levels on the relationship of Reflective-Impulsive cognitive style and item response time in CAT. Educational Technology and Society, 21(4), 89–99.
Widana, I. W. (2017). Higher Order Thinking Skills Assessment ( Hots ) I Wayan Widana. 3(1), 32–44.
Yagcioglu, O. (2016). European Journal of English Language Teaching THE POSITIVE EFFECTS OF COGNITIVE LEARNING STYLES. European Journal of English Language Teaching, 1(2), 78–91. Retrieved from www.oapub.org/edu
Zwart, D. P., Van Luit, J. E. H., Noroozi, O., & Goei, S. L. (2017). The effects of digital learning material on students’mathematics learning in vocational education. Cogent Education, 4(1), 1–10. https://doi.org/10.1080/2331186X.2017.1313581
Abidinsyah, A., Husamah, H., Royani, M.,& Ramdiah, S. (2018). Understanding,Planning, and Implementation of HOTS by Senior High School Biology Teachers in Banjarmasin-Indonesia. International Journal of Instruction, 12(1), 425–440. https://doi.org/10.29333/iji.2019.12128 a
Aktulun, Ö. U. (2018). Examination of the Relationships Between Mathematics Literacy Self-Efficacy Perceptions of Preschool Teachers and Geometric Shape Recognition and Number Skills of Children With Structural Equation Modelling. International Education Studies, 11(12), 63. https://doi.org/10.5539/ies.v11n12p63
Alma, F., Lastuti, O., Maharani, R. M., & Pratini, H. S. (n.d.). Prosiding Seminar Nasional Etnomatnesia ANALISIS KEMAMPUAN LITERASI MATEMATIKA KELAS VIII MENURUT GENDER. 424–427.
Alomyan, H. R. (2016). Web-based learning: Cognitive styles and instructional strategies. Australian Educational Computing, 31(1), 1–11.
Altintaş, S., & Görgen, İ. (2018). The Effects of Pre- service Teachers ’ Cognitive Styles on Learning Approaches. 7(4), 285–293. https://doi.org/10.11591/ijere.v7.i4.pp2 85-293
Baldi, S., Jin, Y., Skemer, M., Green, P. J., & Herget, D. (2007). Highlights From PISA 2006: Performance of U.S. 15 Year-Old Students in Science and Mathematics Literacy in an International Context. Ies, 1–9.
Chen, S. Y., & Chang, L. P. (2016). The influences of cognitive styles on individual learning and collaborative learning. Innovations in Education and Teaching International, 53(4), 458–471. https://doi.org/10.1080/14703297.2014. 931242
Del Prado Hill, P., Friedland, E. S., & McMillen, S. (2016). Mathematics- Literacy Checklists: A Pedagogical Innovation to Support Teachers as They Implement the Common Core. Journal of Inquiry and Action in Education, 8(1), 23–38. Retrieved from https://eric.ed.gov/?q=%22Reading+co mprehension%22+AND (“Working+memory”+OR+shifting+OR+inhibition+OR+planning+OR+executive+function*+OR+metacog*+OR+mtacomprehen*+OR+monitoring+OR+selfJPD:regul*+OR+selfmonitoring)&ff1=dtySince_2016&pg=8id=EJ1133599%0Ahttp
Dinni, H. N. (2018). HOTS (High Order Thinking Skills) dan Kaitannya dengan Kemampuan Literasi Matematika. Prisma, Prosiding Seminar Nasional Matematika, 1, 170–176.
Evans, B. R., Ardito, G., & Kim, S. (2017). Editor ’ s Perspective Article : Mathematics Problem Solving , Literacy , and ELL for Alternative Certification Teachers. Journal of the National Association for Alternative Certification (JNAAC), 12(1), 29–33. Retrieved from http://login.ezproxy.lib.umn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=EJ1142333&site=ehost-live
Fathani, A. H. (2016). Rahmah Johar.“Domain Soal PISA untuk Literasimatematikaa”. Jurnal Peluang , Volume 1, Nomor 1, Oktober 2012. 136. Jurnal EduSains, 4(2), 136–150.
Fong Peng, C. (2015). PerlaksanaanProgram Literasi dan Numrasi (LINUS). Malay Language Education Journal – MyLEJ.
Haara, F. O. (2018). Pedagogical Entrepreneurship in School Mathematics : An Approach for Students ’ Development of Mathematical Literacy. 19, 253–268.
Hasnawati. (2016). Description Of Mathematics Literacy Ability of Students First Secondary School State 15 Kendari Based On Content, Context, Materials and Process. International Journal of Education and Research,
4(4), 185–196.
Ic, U. (2018). Correlation between Computer and Mathematical Literacy Levels of 6th Grade Students. European Journal of Educational Research, 7(1), 63–70. https://doi.org/10.12973/eu-jer.7.1.63
Indriayu, M. (2018). The Influence of Science Literacy-Based Teaching Material towards Science Achievement.
7(3), 182–187. https://doi.org/10.11591/ijere.v7.i3.pp1 82-187
Koğar, E. Y. (2019). The Investigation of the Relationship Between Mathematics and Science Literacy and Information and Communication Technology Variables. Lnternational Electronic Journal of Elementary Education,
11(3), 257–271. https://doi.org/10.26822/iejee.2019349250
Lemke, M., Sen, A., Pahlke, E., Partelow, L., Miller, D., Williams, T., … Jocelyn, L. (2004). International Outcomes of
Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S. Perspective. Highlights. NCES 2005-003. US Department of Education. Retrieved from http://eric.ed.gov/?id=ED484183
Margunayasa, I. G., Suastra, I. W., Marhaeni, A. A. I. ., & Dantes, N. (2018). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12(1), 737–750.
https://doi.org/10.29333/iji.2019.12147a
Masjaya, & Wardono. (2018). Pentingnya Kemampuan Literasi Matematika untuk Menumbuhkan Kemampuan Koneksi Matematika dalam Meningatkan SDM. PRISMA, Prosiding Seminar Nasional Matematika, 1, 568–574.
Mathematics, T., & Styles, L. (2018). The Mathematics Learning Styles of Vocational College Students. European
Journal of Educational Research, 7(4), 935–940. https://doi.org/10.12973/eujer.7.4.935
Moslemi, N., & Dastgoshadeh, A. (2010). The Relationship Between Cognitive Styles and Young Adult Learners’ Preferences for Written Corrective Feedback La relación entre los estilos cognitivos y las preferencias de retroalimentación correctiva escrita de los estudiantes *. 24(2), 120–5927. https://doi.org/10.19183/how.24.2.338
Mqef, G. C. (2009). Mathematics for. Quantitative Literacy: Why Numeracy Matters for Schools, (c), 533–540. https://doi.org/10.1007/b97511
Ojose, B. (2011). Mathematics Literacy: Are We Able To Put The Mathematics We Learn Into Everyday Use? Journal of Mathematics Education © Education for All, 4(1), 89–100. Retrieved from http://educationforatoz.co /images/8.B obby_Ojose_--_Mathematics_Literacy_Are_We_Able_To_Put_The_Mathematics_We_Learn_Into_Everyday_Use.pdf
Paul, R., & Elder, L. (1996). Critical thinking. Modern Midwife. https://doi.org/10.1353/jge.2013.0015
Prayekti. (2018). The Influence of Cognitive Learning Style and Learning Independence on the Students’ Learning Outcomes. Higher Education Studies, 8(2), 37.https://doi.org/10.5539/hes.v8n2p37
Qasim, Kadir, A. (2015). konsep matematika, menjelaskan keterkaitan antar konsep dan mengaplikasikan konsep atau algoritma , secara luwes , akurat , efisien , menggunakan penalaran pada pola dan sifat , melakukan manipulasi matematika dalam membuat generalisasi , menyusun bukti. 3(3), 97–110.
Scroll, P., & For, D. (2009). Mathematical Thinking and Learning Mathematics Learning and Participation as Racialized Forms of Experience : African American Parents Speak on the Struggle for Mathematics Literacy (December 2013), 37–41. https://doi.org/10.1207/s15327833mtl0803
Self-, I. L. (2016). An Investigation into the Perceptions of Mathematics and Information Literacy SelfEfficacy Levels of Pre-Service Primary Mathematics Teachers. European Journal of Contemporary Education,
15(1), 84–93. https://doi.org/10.13187/ejced.2016.15.84
Suarsana, I. M., Lestari, I. A. P. D., & Mertasari, N. M. S. (2018). The Effect of Online Problem Posing on Students’ Problem-Solving Abilitiy in Mathematics. International Journal of Instruction, 12(1), 809–820.https://doi.org/10.29333/iji.2019.12152a
SUCIA, V. (2017). Pengaruh Gaya Komunikasi Guru Terhadap Motivasi Belajar Siswa. Komuniti: Jurnal
Komunikasi Dan Teknologi Informasi, 8(5), 112. https://doi.org/10.23917/komuniti.v8i5.2942
Tanase, M. F., & Lucey, T. A. (2017). Preservice teachers’ awareness of interdisciplinary connections: Mathematics, financial literacy, and social justice issues. Investigations in Mathematics Learning, 9(1), 2–18. https://doi.org/10.1080/19477503.2016. 1245027
Thien, L. M. (2016). Malaysian Students’ Performance in Mathematics Literacy in PISA from Gender and Socioeconomic Status Perspectives. Asia-Pacific Education Researcher, 25(4), 657–666. https://doi.org/10.1007/s40299-016-0295-0
Thompson, D. R., & Rubenstein, R. N. (2014). Literacy in Language and Mathematics. Journal of Adolescent &
Adult Literacy, 58(2), 105–108. https://doi.org/10.1002/jaal.338
Trusz, S. (2018). Four mediation models of teacher expectancy effects on students’ outcomes in mathematics and literacy. Social Psychology of Education, 21(2),257–287.https://doi.org/10.1007/s11218-017-9418-6
Wang, C., & Lu, H. (2018). Mediating effects of individuals’ ability levels on the relationship of Reflective-Impulsive cognitive style and item response time in CAT. Educational Technology and Society, 21(4), 89–99.
Widana, I. W. (2017). Higher Order Thinking Skills Assessment ( Hots ) I Wayan Widana. 3(1), 32–44.
Yagcioglu, O. (2016). European Journal of English Language Teaching THE POSITIVE EFFECTS OF COGNITIVE LEARNING STYLES. European Journal of English Language Teaching, 1(2), 78–91. Retrieved from www.oapub.org/edu
Zwart, D. P., Van Luit, J. E. H., Noroozi, O., & Goei, S. L. (2017). The effects of digital learning material on students’mathematics learning in vocational education. Cogent Education, 4(1), 1–10. https://doi.org/10.1080/2331186X.2017.1313581
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Published
2019-12-26
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Hasanah, U., Edwita, & Ahmad Januar. (2019). LITERASI MATEMATIKA, GAYA KOGNITIF DENGAN HIGH ORDER THINKING SKILL: STUDI KORELASIONAL. Jurnal Pendidikan Dasar, 10(2), 11–23. https://doi.org/10.21009/jpd.v10i2.12816
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