Pengaruh Pendekatan PMR Berbantuan E-Modul Kontekstual Terhadap Kemampuan Literasi Matematis

Abstrak

Abstrak
Studi ini ditujukan guna menggali keberpengaruhan pendekatan Pembelajaran Matematika Realistik (PMR) berbantuan E-modul kontekstual terhadap kemampuan literasi matematis siswa pada materi aritmatika sosial kelas VII SMP Negeri 1 Parengan. Penelitian kuantitatif ini didesain dalam bentuk quasi experiment dengan model Nonequivalent Control Group Design. Sampel yang dilibatkan mencakup kelas eksperimen (menggunakan pendekatan PMR berbantuan E-modul kontekstual) dan kelas kontrol (menggunakan pembelajaran konvensional). Data literasi matematis siswa dihimpun melalui teknik tes, di mana instrumen soalnya telah dinyatakan lolos uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Setelah lolos prasyarat analisis lewat uji normalitas dan homogenitas, data kemudian diuji hipotesis menggunakan independent sample t-test. Hasil akhir penelitian membuktikan bahwa rata-rata nilai posttest kelas eksperimen (55,25) secara signifikan lebih tinggi daripada kelas kontrol (47,3125). Hasil uji hipotesis memproyeksikan bahwa nilai thitung=2,767 lebih besar dari pada ttabel=1,999. Dengan demikian, pendekatan Pembelajaran Matematika Realistik (PMR) berbantuan E-modul kontekstual memberikan pengaruh positif yang signifikan terhadap kemampuan literasi matematis siswa.
Kata kunci: Pembelajaran Matematika Realistik, E-Modul Kontekstual, Literasi Matematis
Abstract
This study was aimed at exploring the effect of the Realistic Mathematics Education (RME) approach assisted by a contextual E-module on students’ mathematical literacy skills in social arithmetic material for seventh-grade students of SMP Negeri 1 Parengan. This quantitative research was designed in the form of a quasi experiment with the Nonequivalent Control Group Design model. The sample involved included an experimental class (using the RME approach assisted by a contextual E-module) and a control class (using conventional learning). Students’ mathematical literacy data were collected through test techniques, in which the instrument items had been declared to have passed validity, reliability, difficulty level, and discrimination power tests. After passing the analysis prerequisites through normality and homogeneity tests, the data were then tested for hypotheses using the independent sample t-test. The final results of the study proved that the average posttest score of the experimental class (55.25) was significantly higher than the control class (47.3125). The results of the hypothesis test show that the value of tcount=2,767 is greater than ttable=1,999. Thus, the Realistic Mathematics Education (RME) approach assisted by contextual e-modules has a significant positive influence on students' mathematical literacy abilities.
Keyword: Realistic Mathematics Education, contextual e-modules, mathematical literacy