Analysis of Numeracy Literacy for each Student's Learning Style through Differentiated Learning assisted by ORIENT based on Thinglink
DOI:
https://doi.org/10.15294/s8g44e88Keywords:
learning style, numeracy literacy, differentiation learning, ORIENT is thinking-basedAbstract
Numeracy literacy is an ability that junior high school students must have. The facts show that junior high school students' numeracy literacy is still low because learning activities are not supported by learning media that can optimize the performance of students with various learning styles. The research aims to analyze the numeracy literacy of each student's learning style through differentiation learning assisted by thinglink-based geometry in learning style (ORIENT) media. The research method is a combination of sequential explanatory which begins with quantitative data analysis followed by qualitative data. The population is class VIII students at State JHS 22 Semarang. Samples were taken using the cluster random sampling technique. The results of the mean difference test with the Wilcoxon test show a significance value of 0.000 < 0.05 so there is an increase in students' numeracy literacy with ORIENT-assisted differentiation learning. The N-gain result of 0.4031 shows that there is an increase in numeracy literacy in the medium category. Students with an auditory learning style have difficulty analyzing information. Students with a visual learning style have difficulty using mathematical skills in making decisions. Students with a kinesthetic learning style have difficulty using numbers or mathematical symbols.
Literasi numerasi merupakan kemampuan yang harus dimiliki oleh siswa sekolah menengah pertama. Fakta menunjukkan bahwa literasi numerasi siswa SMP masih rendah dikarenakan kegiatan pembelajaran yang tidak didukung dengan media pembelajaran yang mampu mengoptimalkan kinerja siswa dengan berbagai gaya belajar. Penelitian bertujuan menganalisis literasi numerasi tiap gaya belajar siswa melalui pembelajaran diferensiasi berbantuan media geometry in learning style (ORIENT) berbasis thinglink. Metode penelitian yakni kombinasi sequential explanatory yang diawali dengan analisis data kuantitatif dilanjutkan data kualitatif. Populasi yakni peserta didik kelas VIII SMP Negeri 22 Semarang. Sampel diambil dengan teknik cluster random sampling. Hasil uji beda rataan dengan uji Wilcoxon menunjukkan nilai signifikansi 0,000 < 0,05 sehingga terdapat peningkatan literasi numerasi siswa dengan pembelajaran diferensiasi berbantuan ORIENT. Hasil N-gain 0,4031 menunjukkan terdapat peningkatan literasi numerasi dalam kategori sedang. Siswa dengan gaya belajar auditori mengalami kesulitan dalam menganalisa informasi. Siswa dengan gaya belajar visual mengalami kesulitan menggunakan kemampuan matematika dalam mengambil keputusan. Siswa dengan gaya belajar kinestetik mengalami kesulitan dalam penggunaan angka atau simbol-simbol matematika.
Downloads
References
Altun, H. (2019). Investigation of High School Students’ Geometry Course Achievement According to Their Learning Styles. Higher Education Studies, 9(1), 1–8. https://doi.org/10.5539/hes.v9n1p1
Annizar, A. M. R., Maulyda, M. A., Khairunnisa, G. F., & Hijriani, L. (2020). Kemampuan Pemecahan Masalah Matematis Siswa dalam Menyelesaikan Soal PISA Pada Topik Geometri. Jurnal Elemen, 6(1), 39–55. https://doi.org/10.29408/jel.v6i1.1688
Anwar, A., Turmudi, T., Juandi, D., Wahyuni, R., & Muntazimah, M. (2022). Visual Thinking Skills in Solving Geometry Problems Based on Learning Style: a Grounded Theory Study. European Online Journal of Natural and Social Sciences, 11(3), 635.
Apipah, S., Kartono, & Isnarto. (2018). An Analysis Of Mathematical Connection Ability Based On Student Learning Style On Visualization Auditory Kinesthetic (VAK) Learning Model With Self-Assessment. Journal of Physics: Conference Series, 9831, 012138. https://doi.org/10.1088/1742-6596/983/1/012138
Ares, N., & Evans, D. M. (2014). Mathematics and Numeracy as Social and Spatial Practice. Education Research International, 1–14. https://doi.org/10.1155/2014/742197
Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M., & Henning, E. (2021). An Early Numeracy Intervention for First-Graders at Risk for Mathematical Learning Difficulties. Early Childhood Research Quarterly, 55, 252–262. https://doi.org/10.1016/j.ecresq.2020.12.002
Bal, A. P. (2016). The Effect of The Differentiated Teaching Approach In The Algebraic Learning Field On Students’ Academic Achievements. Eurasian Journal of Educational Research, 16(63), 185–204. http://dx.doi.org/10.14689/ejer.2016.63.11
Barham, A. I., Ihmeideh, F., Al-Falasi, M., & Alabdalah, A. (2019). Assessment of First-Grade Students’ Literacy and Numeracy Levels And The Influence Of Key Factors. International Journal of Learning, Teaching and Educational Research, 18(12), 174–195. https://doi.org/10.26803/ijlter.18.12.11
Bikić, N., Maričić, S. M., & Pikula, M. (2016). The effects of differentiation of content in problem-solving in learning geometry in secondary school. Eurasia Journal of Mathematics, Science and Technology Education, 12(11), 2783–2795. https://doi.org/10.12973/eurasia.2016.02304a
Budi, E. S. (2023). Pengaruh Gaya Belajar terhadap Prestasi Belajar pada Peserta Didik. Journal of Education on Social Issues, 2(2), 130-154. https://doi.org/10.26623/jesi.v2i2.31
Canque, M. S., Trinidad, B. A., & Cortes, M. J. P. (2021). Differentiated Instruction through Tiered Activities in Teaching Geometry to the Junior High School Students. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 5373–5380. https://doi.org/10.17762/turcomat.v12i6.9358
Cesaria, A., & Tatang, H. (2019). Learning obstacles in geometry. Journal of Engineering Science and Technology, 14(3), 1271–1280.
Coffey, P., & Sharpe, R. (2023). An investigation into the teaching of numeracy in subjects other than mathematics across the curriculum. International Journal of Mathematical Education in Science and Technology, 54(5), 860–887. https://doi.org/10.1080/0020739X.2021.1978570
Geiger, V., Goos, M., & Forgasz, H. (2015). A rich interpretation of numeracy for the 21st century: A survey of the state of the field. ZDM - International Journal on Mathematics Education, 47(4), 531–548. https://doi.org/10.1007/s11858- 015-0708-1
Golafshani, N. (2013). Teachers’ beliefs and teaching mathematics with manipulation. Canadian Journal of Education, 36(3), 137–159. https://eric.ed.gov/?id=EJ1057978
Goos, M., Dole, S., & Geiger, V. (2011). Improving numeracy education in rural schools: A professional development approach. Mathematics Education Research Journal, 23(2), 129–148. https://doi.org/10.1007/s13394-011-0008-1
Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(1), 105–123. https://doi.org/10.1007/s10763-017-9814-6
Hananto, R. B., Kusmayati, T. A., & Riyadi. (2018). Analysis of the critical thinking process of junior high school students in solving geometric problems by utilizing the Vak learning styles model. Journal of Physics: Conference Series, 1013(1), 012132. https://doi.org/10.1088/1742-6596/1013/1/012132
Hanushek, E. A., Schwerdt, G., Wiederhold, S., & Woessmann, L. (2015). eturns to skills around the world: Evidence from PIAAC. European Economic Review, 73, 103–130. https://doi.org/10.1016/j.euroecorev.2014.10.006
Ishartono, N., Faiziyah, N., Sutarni, S., Putri, A. B., Fatmasari, L. W., Sayuti, M., & Yunus, M. M. (2021). Visual, Auditory, and Kinesthetic Students: How They Solve PISA-Oriented Mathematics Problems? Journal of Physics: Conference Series, 1720(1), 012012. https://doi.org/10.1088/1742- 6596/1720/1/012012
Izzah, N. (2022). Tutorial Pembuatan Media Thinglink dalam Pembelajaran di SD. Humantech : Jurnal Ilmiah Multidisiplin Indonesia, 1(7), 843–852. https://doi.org/10.32670/ht.v1i7.1703
Jalinus, N., Ganefri, Syahril, Wulansari, R. E., Nabawi, R. A., Yunos, J. M., & Kiong, T. T. (2020). Comparison of learning style between engineering and non-engineering students in vocational education. International Journal of Innovation, Creativity and Change, 13(12), 283–294. https://www.ijicc.net/images/vol_13/Iss_12/131226_Jalinus_2020_E_R.pdf
Jeffery, A. J., Rogers, S. L., Pringle, J. K., Zholobenko, V. L., Jeffery, K. L., Wisniewski, K. D., & Haxton, K. J. (2022). Thinglink and the laboratory: interactive simulations of analytical instrumentation for HE science curricula. Journal of Chemical Education, 99(6), 2277–2290. https://doi.org/10.1021/acs.jchemed.1c01067
Jordan, N. C., Kaplan, D., Oláh, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153–175. https://doi.org/10.1111/j.1467- 8624.2006.00862.x
Kablan, Z. (2016). The effect of manipulatives on mathematics achievement across different learning styles. Educational Psychology, 36(2), 277–296. http://dx.doi.org/10.1080/01443410.2014.946889
Lopez-Pedersen, A., Mononen, R., Aunio, P., Scherer, R., & Melby-Lervåg, M. (2023). Improving numeracy skills in first graders with low performance in early numeracy: A randomized controlled trial. Remedial and Special Education, 44(2), 126–136. https://doi.org/10.1177/07419325221102537
Miftah, R. N., & Setyaningsih, R. (2022). Pengembangan LKPD berbasis asesmen kompetensi minimum (AKM) pada materi geometri untuk meningkatkan kemampuan literasi numerasi. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(3), 2199–2208. https://doi.org/10.24127/ajpm.v11i3.5780
Mokhtar, M. M., Jamil, M., Mansor, E. I., Sharef, N. M., & Khambari, M. N. M. (2021). Inovasi Video Pengajaran 360 Darjah: Penerimaan Bakal Guru Bahasa Melayu Terhadap Penggunaan Teknologi Realiti Maya dan Aplikasi Thinglink. International Journal of Modern Education, 3(10), 19–31. https://doi.org/10.35631/IJMOE.310002
Morgan, P. L., Farkas, G., & Wu, Q. (2009). Five-year growth trajectories of kindergarten children with learning difficulties in mathematics. Journal of Learning Disabilities, 42, 306–321. https://doi.org/10.1177/0022219408331037
Morgan, P. L., Farkas, G., & Wu, Q. (2011). Kindergarten children’s growth trajectories in reading and mathematics: Who falls increasingly behind? Journal of Learning Disabilities, 44(5), 472–488. https://doi.org/10.1177/0022219411414010
Nurwijayanti, A., & Fitriana, L. (2019). Combining Google SketchUp and Ispring Suite 8: A Breakthrough to Develop Geometry Learning Media. Journal on Mathematics Education, 10(1), 103–116. https://eric.ed.gov/?id=EJ1204826
OECD. (2018). What 15-Year-Old Students In Indonesia Know And Can Do. 2018. Diakses Tanggal 10 Maret 2023. Url: http://Www.Oecd.Org/Pisa/.
Rokhima, W. A., Kusmayadi, T. A., & Fitriana, L. (2019). Mathematical problem solving based on Kolb’s learning style. Journal of Physics: Conference Series, 1306(1), 012026. https://doi.org/10.1088/1742-6596/1306/1/012026
Sholihah, A. N., Riyadi, & Triyanto. (2020). Students’ mathematical communication abilities in solving geometry problems viewed from learning styles. Journal of Physics: Conference Series, 1538(1), 012102. https://doi.org/10.1088/1742-6596/1538/1/012102
Sholihah, S. Z., & Afriansyah, E. A. (2017). Analisis kesulitan siswa dalam proses pemecahan masalah geometri berdasarkan tahapan berpikir Van Hiele. Mosharafa: Jurnal Pendidikan Matematika, 6(2), 287–298. https://doi.org/10.31980/mosharafa.v6i2.451
Street, B. V., Baker, D., & Tomlin, A. (2005). Navigating numeracies: Home/school numeracy practices. Springer Science & Business Media.
Sugianto, R., Darmayanti, R., Amany, D. A. L., Rachmawati, L. N., Hasanah, S. N., & Aji, F. B. (2017). Experiment on Ability to Understand Three Dimensional Material Concepts Related to Learning Styles Using the Geogebra-Supported STAD Learning Model. Al-Jabar: Jurnal Pendidikan Matematika, 8(2), 205–212. http://dx.doi.org/10.24042/ajpm.v8i2.16430
Sugiyono. (2022). Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. Alfabeta.
Venkat, H., & Winter, M. (2015). Boundary objects and boundary crossing for numeracy teaching. ZDM - The International Journal on Mathematics Education, 47(4), 575–586. https://doi.org/10.1007/s11858-015-0683-6
Wyatt-Smith, C., Elkins, J., & Gunn, S. (2011). Multiple perspectives on difficulties in learning literacy and numeracy. Springer.
Yerizon, Y., Arnellis, A., & Cesaria, A. (2023). Deskripsi Kemampuan Literasi Numerasi Siswa Smp Ditinjau Dari Gaya Belajar. Studi Kasus Di Kota Padang. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(3), 2862–2871. http://dx.doi.org/10.24127/ajpm.v12i3.8393
Yuan, S. (2013). Incorporating Polya’s problem solving method in remedial math. Journal of Humanistic Mathematics, 3(1), 96–107. https://doi.org/10.5642/jhummath.201301.08
Zales, J. P., & Vasquez, R. S. (2022). Learning styles and achievement in geometry. South Florida Journal of Development, 3(4), 5542–5548. https://doi.org/10.46932/sfjdv3n4-117
Downloads
Additional Files
Article ID
Published
Data Availability Statement
Complete data is available and will be provided upon request with sufficient justification. Please contact the corresponding author for this purpose.
Issue
Section
Categories
License
Copyright (c) 2024 Kreano, Jurnal Matematika Kreatif-Inovatif
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
