Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia

Research Article

Mathematical Literacy Based on Metacognition on MIC Assisted PBL and Geogebra with Local Culture

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  • @INPROCEEDINGS{10.4108/eai.29-6-2019.2290396,
        author={Nurkaromah  Dwidayati and Iwan  Junaedi and Nofiana Ika Rahmawati},
        title={Mathematical Literacy Based on Metacognition on MIC Assisted PBL and Geogebra with Local Culture},
        proceedings={Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia},
        publisher={EAI},
        proceedings_a={ISET},
        year={2020},
        month={1},
        keywords={mathematical literacy metacognition pbl mic geogebra},
        doi={10.4108/eai.29-6-2019.2290396}
    }
    
  • Nurkaromah Dwidayati
    Iwan Junaedi
    Nofiana Ika Rahmawati
    Year: 2020
    Mathematical Literacy Based on Metacognition on MIC Assisted PBL and Geogebra with Local Culture
    ISET
    EAI
    DOI: 10.4108/eai.29-6-2019.2290396
Nurkaromah Dwidayati1,*, Iwan Junaedi1, Nofiana Ika Rahmawati2
  • 1: Universitas Negeri Semarang
  • 2: SMP PGRI 15 Sukolilo Pati
*Contact email: noengkd_unnes@yahoo.co.id

Abstract

This study aims to: (1) test the effectiveness of mathematics learning use MIC assisted PBL and GeoGebra with local culture towards students’ mathematical literacy; (2) find mathematical literacy patterns of grade VIII students’ based on metacognition on MIC assisted PBL and GeoGebra with local culture. This study use mixed method with concurrent embedded design. The research subjects were students of class VIIIA at SMP PGRI 15 Sukolilo. The data were analyzed qualitatively and quantitatively. The results showed: (1) mathematics learning use MIC assisted PBL and GeoGebra with local culture is effective towards students’ mathematical literacy; (2) found patterns of mathematical literacy varies in each group, such as: (a) the high metacognition students have excellent capabilities on four aspects of mathematical literacy, two aspects are less controlled and does not have capabilities on one other aspect; (b) the medium metacognition students have excellent capabilities on one aspect of mathematical literacy, one aspect is well-controlled, and five aspects others are not controlled; (c) the low metacognition students have medium capabilities on aspect of mathematical literacy, and does not have capability on six aspects other.