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Mathematical Literacy Reviewed from Student’s Metacognition On the PJBL Learning with RME Approach Assisted Edmodo

Unnes Journal of Mathematics Education Research · Vol. 10 No. A (2021) · hlm. 59–67

ISSN
2502-4507, 2252-6455
Terbit
2021-01-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to find patterns in the learning of mathematics literacy skills on the PJBL learning with RME approach assisted edmodo reviewed from student’s metacognition. This type of research is concurrent mixed methods. The study design non-equivalent (pretest-posttest) Control Group Design. The data collection technique by using tests, observation, documentation, and interviews. This research subject is class VII N 36 Semarang. Based on the results that the mathematics literacy skills reviewed from students' metacognition are distinct, that students with higher mathematical literacy skills has 5 students with high category metacognition, 8 students with medium category metacognition. Students with medium mathematical literacy skills has 4 students with high category matecognition, 8 students with medium category metacognition and 1 student with low category metacognition. Furthermore, students with low category mathematical literacy skills has 5 students with low category metacognition.

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  • State University of Semarang
  • International Islamic University Malaysia
  • IPB University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Kartono KartonoState University of Semarang14
Isnarto IsnartoState University of Semarang8
Masrukan MasrukanState University of Semarang5
Scolastika MarianiState University of Semarang5
Iwan JunaediState University of Semarang5
Budi WaluyaAfiliasi tidak diketahui4
Mulyono MulyonoAfiliasi tidak diketahui4
Ani RusilowatiState University of Semarang3
Adi Nur CahyonoAfiliasi tidak diketahui3
Rochmad RochmadInternational Islamic University Malaysia3
Adi Satrio ArdiansyahAfiliasi tidak diketahui3
Dwijanto DwijantoState University of Semarang3
Iqbal KharisudinAfiliasi tidak diketahui3
Muhammad AshimAfiliasi tidak diketahui3
Tri Sri Noor AsihAfiliasi tidak diketahui3
Hardi SuyitnoAfiliasi tidak diketahui3
Saiful RidloState University of Semarang2
Winardi WinardiAfiliasi tidak diketahui2
Tri WahyuningsihIPB University2
Nurkaromah DwidayatiState University of Semarang2
Yodie Nur HidayatAfiliasi tidak diketahui2
Tri Sri Noor AsihAfiliasi tidak diketahui2
Hendi Widi PriyonggoAfiliasi tidak diketahui2
Mita KonitaAfiliasi tidak diketahui2
Masjaya MasjayaAfiliasi tidak diketahui2
Walid WalidAfiliasi tidak diketahui2
Faisal Fazri AkmalAfiliasi tidak diketahui2
Zaenuri ZaenuriState University of Semarang2
YL SukestiyarnoState University of Semarang2
Wihdati MartalynaAfiliasi tidak diketahui2
Nur Karomah DwidayatiState University of Semarang2
Ela Suryani SuryaniAfiliasi tidak diketahui1
Arief KuswidyanarkoAfiliasi tidak diketahui1
Ummi Khalimatus Sa'diyahAfiliasi tidak diketahui1
Dewi FitrianaAfiliasi tidak diketahui1
Devi PurwantiAfiliasi tidak diketahui1
Rizal FaoziAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujmer/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 Reviewed from Student’s Metacognition On the PJBL Learning with RME Approach Assisted Edmodo</dc:title>
	<dc:creator>Ahadi, Faiz Al</dc:creator>
	<dc:creator>Asikin, Mohammad</dc:creator>
	<dc:creator>Wardono, Wardono</dc:creator>
	<dc:description xml:lang="en-US">This study aims to find patterns in the learning of mathematics literacy skills on the PJBL learning with RME approach assisted edmodo reviewed from student’s metacognition. This type of research is concurrent mixed methods. The study design non-equivalent (pretest-posttest) Control Group Design. The data collection technique by using tests, observation, documentation, and interviews. This research subject is class VII N 36 Semarang. Based on the results that the mathematics literacy skills reviewed from students' metacognition are distinct, that students with higher mathematical literacy skills has 5 students with high category metacognition, 8 students with medium category metacognition. Students with medium mathematical literacy skills has 4 students with high category matecognition, 8 students with medium category metacognition and 1 student with low category metacognition. Furthermore, students with low category mathematical literacy skills has 5 students with low category metacognition.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2021-01-30</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/ujmer/article/view/34638</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education Research; Vol 10 No A (2021): January, 2021 (Special Edition); 59-67</dc:source>
	<dc:source>2502-4507</dc:source>
	<dc:source>2252-6455</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujmer/article/view/34638/14358</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Unnes Journal of Mathematics Education Research</dc:rights>
</oai_dc:dc>