Abstract


Tujuan penelitian ini adalah: (1) mengetahui kualitas pembelajaran matematika pada kelas yang diajar dengan model pembelajaran CPS berbantuan Hands on Activity;  (2) mendeskripsikan kemampuan literasi matematika siswa ditinjau dari kecerdasan emosional setelah diajar dengan model pembelajaran CPS berbantuan Hands on Activity; dan (3) mendeskripsikan kemampuan literasi matematika siswa ditinjau dari keterampilan Hands on Activity setelah diajar dengan model pembelajaran CPS berbantuan Hands on Activity. Jenis penelitian yang digunakan dalam penelitian ini adalah mixed methods model concurrent embedded. Data dalam penelitian ini diperoleh dengan menggunakan inventori kecerdasan emosional, Tes Kemampuan Literasi Matematika (TKLM) dan lembar observasi. Data akhir dianalisis dengan uji rata-rata, uji proporsi, uji beda proporsi dan uji beda rata-rata. Hasil penelitian menunjukan bahwa: (1) pembelajaran CPS berbantuan Hands on Activity berkualitas baik secara kualitatif dan kuantitatif; (2) siswa yang memiliki kecerdasan emosional rendah dan sedang belum menguasai ketujuh komponen literasi matematika sedangkan siswa yang memiliki kecerdasan emosional tinggi sudah menguasai tujuh komponen literasi matematika dan (3) siswa yang memiliki keterampilan Hands on Activity rendah dan sedang belum menguasai ketujuh komponen literasi matematika sedangkan siswa yang memiliki keterampilan Hands on Activity tinggi sudah menguasai tujuh komponen literasi matematika. Guru perlu memberikan penekanan pada komponen literasi matematika yang belum dikuasai siswa dengan menjadikannya sebagai soal-soal untuk tugas atau PR.



_______________________________________________________________  _                                                                                                                                        The purposes of this research are: (1) to know the quality of mathematics learning resulted from the class which applies CPS learning supported by Hands on Activity; (2) to describe mathematical literacy ability of students regarded from emotional intelligence after applying CPS learning model supported by Hands on Activity; and (3) to describe mathematical literacy ability of students regarded from Hands on Activity skill after applying CPS learning model supported by Hands on Activity. This research uses mixed method type of research using concurrent embedded model with quantitative method as the primary method. The data in this research were obtained by using emotional intelligence inventory, TKLM and observation sheets. Final data analysis using mean test, proportional test, proportional differentiation test, and mean differentiation test. Results of the research proved that: (1) CPS learning supported by Hands on Activity resulted in good learning quality viewed from both qualitative and quantitative aspects; (2) student with low and average emotional intelligence cannot thoroughly comprehend seventh components of mathematical literacy while student with high emotional intelligence were able to comprehend seven components of mathematical literacy. Student with low and average Hands on Activity skill cannot thoroughly comprehend seventh components of mathematical literacy, while student with high Hands on Activity skill were able to comprehend seven components of mathematical literacy. The teacher needs to give emphasis on mathematical literacy component which had not been mastered by students by using it as a task or homework.