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Mathematical Literacy in Terms of Cognitive Style With Pendidikan Matematika Realistik Indonesia Learning Assisted by Google Classroom

Unnes Journal of Mathematics Education · Vol. 11 No. 3 (2022) · hlm. 264–271

DOI
10.15294/ujme.v11i3.58492
ISSN
2460-5840, 2252-6927
Terbit
2022-11-30
Penerbit
Department of Mathematics, Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to (1) find out the difference in the mean increase in students' mathematical literacy with Pendidikan Matematika Realistik Indonesia learning assisted by Google Classroom (PMRI-GC learning) and with Scientific learning, and (2) find out the effect of cognitive style on students' mathematical literacy with PMRI-GC learning. The design in this study was experimental designs: true experimental design: pretest-posttest control group design. The population in this study were students of class VIII SMP N 2 Wedi. The samples were determined by random sampling technique and determined that class VIIIA as the experimental class was given PMRI-GC learning and class VIIIB as the control class was given Scientific learning. The results of the study were the mean increase of students' mathematical literacy with PMRI-GC learning is better than students with scientific learning, the mean increase of students' mathematical literacy with PMRI-GC learning is in the medium category, while the mean increase of students' mathematical literacy with Scientific learning is in the low category, and there is an effect of cognitive style on mathematical literacy of students who receive PMRI-GC learning, with an effect of, meaning that cognitive style has an effect of on mathematical literacy.

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  • State University of Semarang
  • Universitas Airlangga
  • University of Surabaya
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Rekan penulisOrganisasiArtikel bersama
Kartono KartonoUniversitas Airlangga14
Isnarto IsnartoAfiliasi tidak diketahui6
Masrukan MasrukanState University of Semarang6
Scolastika MarianiAfiliasi tidak diketahui4
Rochmad RochmadAfiliasi tidak diketahui4
Adi Nur CahyonoAfiliasi tidak diketahui4
Budi WaluyaAfiliasi tidak diketahui4
Ani RusilowatiState University of Semarang3
Mulyono MulyonoAfiliasi tidak diketahui3
Stevanus Budi WaluyaAfiliasi tidak diketahui2
Saiful RidloState University of Semarang2
Dwijanto DwijantoAfiliasi tidak diketahui2
Endang Retno WinartiAfiliasi tidak diketahui2
Muhammad Dwi YantoAfiliasi tidak diketahui2
Iwan JunaediAfiliasi tidak diketahui2
Winardi WinardiUniversity of Surabaya2
Tri WahyuningsihAfiliasi tidak diketahui2
Nurkaromah DwidayatiAfiliasi tidak diketahui2
Yodie Nur HidayatAfiliasi tidak diketahui2
Tri Sri Noor AsihAfiliasi tidak diketahui2
Hendi Widi PriyonggoAfiliasi tidak diketahui2
Mohammad AsikinAfiliasi tidak diketahui2
Masjaya MasjayaAfiliasi tidak diketahui2
Walid WalidState University of Semarang2
Hardi SuyitnoAfiliasi tidak diketahui2
Dyah Rini IndriyantiState University of Semarang1
Zaenal AbidinAfiliasi tidak diketahui1
Bayu Murti SuryonegoroAfiliasi tidak diketahui1
Agung SetiawanAfiliasi tidak diketahui1
Ifan Badra WijayaAfiliasi tidak diketahui1
Marshanda Antika PutriAfiliasi tidak diketahui1
Ratna WahyuningtyasAfiliasi tidak diketahui1
Zidna Nurus SakinahAfiliasi tidak diketahui1
Irfan Fajar PrihantoroAfiliasi tidak diketahui1
Emi PujiastutiState University of Semarang1
Sumliyah SumliyahAfiliasi tidak diketahui1
Nyree AniAfiliasi tidak diketahui1
Hendri HandokoAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Mathematical Literacy in Terms of Cognitive Style With Pendidikan Matematika Realistik Indonesia Learning Assisted by Google Classroom</dc:title>
	<dc:creator>Astuti, Roni</dc:creator>
	<dc:creator>Wardono, Wardono</dc:creator>
	<dc:description xml:lang="en-US">This study aims to (1) find out the difference in the mean increase in students' mathematical literacy with Pendidikan Matematika Realistik Indonesia learning assisted by Google Classroom (PMRI-GC learning) and with Scientific learning, and (2) find out the effect of cognitive style on students' mathematical literacy with PMRI-GC learning. The design in this study was experimental designs: true experimental design: pretest-posttest control group design. The population in this study were students of class VIII SMP N 2 Wedi. The samples were determined by random sampling technique and determined that class VIIIA as the experimental class was given PMRI-GC learning and class VIIIB as the control class was given Scientific learning. The results of the study were the mean increase of students' mathematical literacy with PMRI-GC learning is better than students with scientific learning, the mean increase of students' mathematical literacy with PMRI-GC learning is in the medium category, while the mean increase of students' mathematical literacy with Scientific learning is in the low category, and there is an effect of cognitive style on mathematical literacy of students who receive PMRI-GC learning, with an effect of , meaning that cognitive style has an effect of &amp;nbsp;on mathematical literacy.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Mathematics, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-11-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujme/article/view/58492</dc:identifier>
	<dc:identifier>10.15294/ujme.v11i3.58492</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education; Vol 11 No 3 (2022): Unnes Journal of Mathematics Education; 264-271</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v11i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujme/article/view/58492/23527</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Unnes Journal of Mathematics Education</dc:rights>
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