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Mathematical Literacy Seen from Cognitive Style in Learning of Auditory Intellectually Repetition Model with Constructivism Approach Assisted by Google Classroom

Unnes Journal of Mathematics Education Research · Vol. 11 No. 2 (2022) · hlm. 12–18

ISSN
2502-4507, 2252-6455
Terbit
2022-12-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

This study aims to describe mathematical literacy seen from cognitive style in learning of Auditory Intellectually Repetition model with constructivism approach assisted by google classroom. This research is a type of qualitative research. The approach used in this study is a descriptive approach. The subjects in this study were class VIII G of SMP Negeri 1 Welahan. Subjects were chosen by each of the 5 students based on the type of cognitive style Field Independent (FI) and type cognitive style Field Dependent (FD). Data collection is done by Group Embedded Figure Test (GEFT), interview guide, and observation. The results of this study indicate that students with a cognitive style Field Independent (FI) capable of the mathematical literacy component communication, mathematizing, representation, and using symbolic, formal, and technical language and operation. Less capable on components devising strategies for solving problems. sufficient on components using mathematics tools. Then students with type cognitive style Field Dependent (FD) is sufficient of the mathematical literacy component communication, devising strategies for solving problems, using symbolic, formal, and technical language and operation. Then less able on components mathematizing, representation, reasoning and argument, using mathematics tools.

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  • State University of Semarang
  • Universitas Airlangga
  • University of Surabaya
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  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Kartono KartonoUniversitas Airlangga17
Masrukan MasrukanState University of Semarang7
Isnarto IsnartoAfiliasi tidak diketahui6
Scolastika MarianiAfiliasi tidak diketahui5
Rochmad RochmadAfiliasi tidak diketahui5
Adi Nur CahyonoAfiliasi tidak diketahui4
B SiswantoAfiliasi tidak diketahui4
Mulyono MulyonoAfiliasi tidak diketahui4
Ani RusilowatiState University of Semarang3
Dwijanto DwijantoAfiliasi tidak diketahui3
Sukestiyarno SukestiyarnoAfiliasi tidak diketahui3
Iwan JunaediAfiliasi tidak diketahui3
Stevanus Budi WaluyaAfiliasi tidak diketahui2
Saiful RidloState University of Semarang2
Endang Retno WinartiAfiliasi tidak diketahui2
Muhammad Dwi YantoAfiliasi 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
Mashuri MashuriAfiliasi tidak diketahui2
Tri Sri Noor AsihAfiliasi tidak diketahui2
Isnaini RosyidaAfiliasi 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

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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 Seen from Cognitive Style in Learning of Auditory Intellectually Repetition Model with Constructivism Approach Assisted by Google Classroom</dc:title>
	<dc:creator>Herliani, Elis Fitria</dc:creator>
	<dc:creator>Wardono, Wardono</dc:creator>
	<dc:creator>Waluya, Budi</dc:creator>
	<dc:description xml:lang="en-US">This study aims to describe mathematical literacy seen from cognitive style in learning of Auditory Intellectually Repetition model with constructivism approach assisted by google classroom. This research is a type of qualitative research. The approach used in this study is a descriptive approach. The subjects in this study were class VIII G of SMP Negeri 1 Welahan. Subjects were chosen by each of the 5 students based on the type of cognitive style Field Independent (FI) and type cognitive style Field Dependent (FD). Data collection is done by Group Embedded Figure Test (GEFT), interview guide, and observation. The results of this study indicate that students with a cognitive style Field Independent (FI) capable of the mathematical literacy component communication, mathematizing, representation, and using symbolic, formal, and technical language and operation. Less capable on components devising strategies for solving problems. sufficient on components using mathematics tools. Then students with type cognitive style Field Dependent (FD) is sufficient of the mathematical literacy component communication, devising strategies for solving problems, using symbolic, formal, and technical language and operation. Then less able on components mathematizing, representation, reasoning and argument, using mathematics tools.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-12-30</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/55415</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education Research; Vol 11 No 2 (2022): December 2022; 12-18</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/55415/25431</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Unnes Journal of Mathematics Education Research</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>