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An Experimental Study: Creative Problem-Solving Learning Model with Kebumen Tourism Realistic Approach to Improve Numerical Literacy toward 8th-Grade Students

Unnes Journal of Mathematics Education · Vol. 12 No. 3 (2023) · hlm. 299–305

DOI
10.15294/ujme.v12i3.78977
ISSN
2460-5840, 2252-6927
Terbit
2023-11-30
Penerbit
Department of Mathematics, Universitas Negeri Semarang
Bahasa
eng

Abstrak

The preliminary study found that students who reached the minimum competency limit of numerical literacy in Asesmen Kompetensi Minimum (AKM) 2021 were less than 50% and below the average value. Thus, this research aimed to determine whether the Creative Problem-Solving (CPS) learning model with Kebumen tourism realistic approach can improve numerical literacy. This research used a quantitative approach which was a quasi-experimental posttest-only design. The population studied was 243 8th-grade students of SMP Negeri 2 Kutowinangun in Kebumen for the academic year 2022/2023 with 2 classes as the sample which was obtained by random sampling. The instruments used were numerical literacy questions paper and the blueprint, answer key, and scoring guidelines. The conclusion was the CPS learning model with Kebumen tourism realistic approach was effective for increasing the numerical literacy of the population rather than the learning model applied by the class teacher. It was proved by these conditions: (1) students’ numerical literacy test mean value in the experimental group achieved individual learning mastery, (2) the proportion of students' numerical literacy test value in the experimental group achieved classical learning mastery, (3) the numerical literacy test mean value of the experimental group is better than the numerical literacy test mean value of the control group.

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  • State University of Semarang
  • Universitas Tidar
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Rekan penulisOrganisasiArtikel bersama
Wardono WardonoState University of Semarang3
Stevanus Budi WaluyaState University of Semarang2
St. Budi WaluyaAfiliasi tidak diketahui2
Iwan JunaediState University of Semarang1
Lathifatun Ni’mahAfiliasi tidak diketahui1
Walid WalidState University of Semarang1
Ayu AristikaState University of Semarang1
Megita Dwi PamungkasUniversitas Tidar1
Isnarto IsnartoState University of Semarang1
Emi PujiastutiState University of Semarang1
Sumliyah SumliyahState University of Semarang1
Nyree AniAfiliasi tidak diketahui1
Arief AgoestantoState University of Semarang1
Annisa Salma ZakiyyahState University of Semarang1
Nuriana Rachmani DewiState University of Semarang1
Eka AnjarwatiState University of Semarang1
Muhammad KharisState University of Semarang1
Aditya PranawestuAfiliasi tidak diketahui1
Bambang Eko SusiloState University of Semarang1
Halida Eka NurmutiaState University of Semarang1
Istika RamadhaniState University of Semarang1
Kartono KartonoState University of Semarang1
Prihatina HikmasariState University of Semarang1
Mulyono MulyonoState University of Semarang1
Desi Dwi DamaryantiState University of Semarang1
Endang Retno WinartiState University of Semarang1
Rista Tri RahayuningsihState University of Semarang1
Edy SoedjokoState University of Semarang1
Alivia Nur AsnaState University of Semarang1
Chrisvonela Neri KurniatiState University of Semarang1
Fedriana Misa’adahState University of Semarang1
Tsania Rahma AzzahraState University of Semarang1

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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">An Experimental Study: Creative Problem-Solving Learning Model with Kebumen Tourism Realistic Approach to Improve Numerical Literacy toward 8th-Grade Students</dc:title>
	<dc:creator>Liadiani, Anifa Mirza</dc:creator>
	<dc:creator>Mariani, Scolastika</dc:creator>
	<dc:description xml:lang="en-US">The preliminary study found that students who reached the minimum competency limit of numerical literacy in Asesmen Kompetensi Minimum (AKM) 2021 were less than 50% and below the average value. Thus, this research aimed to determine whether the Creative Problem-Solving (CPS) learning model with Kebumen tourism realistic approach can improve numerical literacy. This research used a quantitative approach which was a quasi-experimental posttest-only design. The population studied was 243 8th-grade students of SMP Negeri 2 Kutowinangun in Kebumen for the academic year 2022/2023 with 2 classes as the sample which was obtained by random sampling. The instruments used were numerical literacy questions paper and the blueprint, answer key, and scoring guidelines. The conclusion was the CPS learning model with Kebumen tourism realistic approach was effective for increasing the numerical literacy of the population rather than the learning model applied by the class teacher. It was proved by these conditions: (1) students’ numerical literacy test mean value in the experimental group achieved individual learning mastery, (2) the proportion of students' numerical literacy test value in the experimental group achieved classical learning mastery, (3) the numerical literacy test mean value of the experimental group is better than the numerical literacy test mean value of the control group.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Mathematics, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2023-11-30</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/78977</dc:identifier>
	<dc:identifier>10.15294/ujme.v12i3.78977</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education; Vol 12 No 3 (2023): Unnes Journal of Mathematics Education; 299-305</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v12i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujme/article/view/78977/26949</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Unnes Journal of Mathematics Education</dc:rights>
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