Analysis of mathematics literacy and students epistemic curiosity in project-based learning with schoology

  • Y Wicaksana SMA Karangturi Semarang, Indonesia
  • Wardono Wardono Universitas Negeri Semarang, Indonesia
  • S Ridlo Universitas Negeri Semarang, Indonesia


Mathematics Literacy (ML) is the ability to formulate, apply and interpret mathematics in various contexts, including the ability to do mathematical reasoning and use concepts, procedures, and facts to describe, explain or predict phenomena of events. This study aims to (1) get the information of the learning quality of PjBL with Schoology, and (2) to describe the ability of mathematical literacy and the student's epistemic curiosity of grade XI in SMA Karangturi Semarang on PjBL with Schoology on the derivative. This research uses mixed method research with the concurrent embedded design. Quantitative research and qualitative research go hand in hand where quantitative research as the primary method. The type of quantitative research used is experimental research. In the early stages, the grouping of students in the experimental class based on the initial ability by considering the ability of mathematical literacy and then selected two groups of students to analyze the ability of mathematical literacy and the epistemic curiosity. The results showed that students' mathematical literacy skills in project-based learning with Schoology were completed. The ability of students' mathematical literacy in PjBL with Schoology is more than the students on direct learning. Aspects of epistemic curiosity have a positive influence on the ability of mathematical literacy. The increasing of epistemic curiosity influences the ability of mathematical literacy. The capabilities that gained such influence include communicating, mathematizing, representation, reasoning, using formal symbolic and technical operations and using mathematics tools.