Students' Mathematical Literacy Viewed from Self-Renewal Capacity and Gender in Project Based Learning Assisted by GeoGebra

Abstract

Factors that influence students' Mathematical Literacy (ML) can be caused by Self-Renewal Capacity (SRC) and gender. This research aims to determine the quality of the implementation of the GeoGebra-assisted Project Based Learning (PjBL) model on ML and to obtain a description of students' ML in terms of SRC and gender in the GeoGebra-assisted PjBL model. This research is a mixed research with a sequential explanatory model starting with a quantitative method to test the effectiveness of the PjBL model assisted by GeoGebra and a qualitative method to describe ML in terms of SRC and gender. The techniques used are the ML test, SRC scale, interviews, documentation, and triangulation. The population of this research is all students in class IX of SMP Negeri 9 Semarang for the 2023/2024 academic year with samples of classes IX F and IX G. The results are, (1) GeoGebra-assisted PjBL is of good quality for ML(2) students' MLis viewed from the SRC in the model GeoGebra-assisted PjBL is divided into three categories. Students with high SRC generally have good mathematical literacy because they are able to master the seven indicators well. Students with moderate SRC generally tend to have fairly good mathematical literacy because they are able to master three to seven indicators well. Meanwhile, students with low SRC generally tend to have less ML because they only master two to five indicators well. (3) Male and female students get high scores on the communication indicator, while male and female students tend to score low on representation. Female students outperform male students on four indicators, namely mathematising, representation, reasoning and argument, and devising strategies for solving problems. Meanwhile, both of them have been able to meet the communication indicators; using symbolic, formal, and technical language, and operations; using mathematical tools. Based on the research results, it was found that male students had lower scores on the indicators of reasoning and argumentation and devising strategies due to less motivation, interest and participation, so further research and the development of effective teaching strategies to accommodate gender differences are needed. and other individual factors. Apart from that, low ML in students needs to be guided more intensively and given varied and challenging exercises, for example through questions such as PISA