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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) · pp. 264–271

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

Abstract

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.

Collaboration network of the authors

40 authors · 176 co-authorship links · 6 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universitas Airlangga
  • University of Surabaya
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Kartono KartonoUniversitas Airlangga14
Isnarto IsnartoAffiliation unknown6
Masrukan MasrukanState University of Semarang6
Scolastika MarianiState University of Semarang4
Rochmad RochmadAffiliation unknown4
Adi Nur CahyonoAffiliation unknown4
Budi WaluyaAffiliation unknown4
Ani RusilowatiState University of Semarang3
Mulyono MulyonoAffiliation unknown3
Stevanus Budi WaluyaAffiliation unknown2
Saiful RidloState University of Semarang2
Dwijanto DwijantoAffiliation unknown2
Endang Retno WinartiAffiliation unknown2
Muhammad Dwi YantoAffiliation unknown2
Iwan JunaediState University of Semarang2
Winardi WinardiUniversity of Surabaya2
Tri WahyuningsihAffiliation unknown2
Nurkaromah DwidayatiAffiliation unknown2
Yodie Nur HidayatAffiliation unknown2
Tri Sri Noor AsihAffiliation unknown2
Hendi Widi PriyonggoAffiliation unknown2
Mohammad AsikinAffiliation unknown2
Masjaya MasjayaAffiliation unknown2
Walid WalidState University of Semarang2
Hardi SuyitnoAffiliation unknown2
Bayu Murti SuryonegoroAffiliation unknown1
Agung SetiawanAffiliation unknown1
Ifan Badra WijayaAffiliation unknown1
Marshanda Antika PutriAffiliation unknown1
Ratna WahyuningtyasAffiliation unknown1
Zidna Nurus SakinahAffiliation unknown1
Irfan Fajar PrihantoroAffiliation unknown1
Dyah Rini IndriyantiAffiliation unknown1
Zaenal AbidinAffiliation unknown1
Emi PujiastutiState University of Semarang1
Sumliyah SumliyahAffiliation unknown1
Nyree AniAffiliation unknown1
Hendri HandokoAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujme/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (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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