Comparison of Enhancement Mathematical Literacy between Students with Problem Based Learning and Guided Discovery Learning Model
M. Hafiz (a*), Darhim (b), Jarnawi Afgani Dahlan (b)
a) Program Studi Pendidikan Matematika, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Jl. Ir. H. Djuanda No. 95 Tangerang Selatan 15412, Indonesia
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
Mathematical literacy is an individual-s capacity to formulate, employ and interpret mathematics in a variety of contexts. The purpose of this study was to review the comparison of enhancement in mathematical literacy between students who received problem-based learning and other group of students who received guided discovery learning based on a) initial mathematical ability in overall b) level of initial mathematical ability (high, medium, and low). This research was conducted at a junior high school in Jakarta. The method used in this study was quasi-experimental with 66 students as the samples. The instrument used to collect the data was mathematical literacy test. The results of this study are: 1) enhancement in mathematical literacy between the students receiving problem-based learning was higher than the students who received guided discovery learning based on initial mathematical ability on overall and those who started on medium level of ability, 2) enhancement in mathematical literacy between the students receiving problem-based learning is not higher than the students who received guided discovery learning based on high and low level of initial mathematical ability.
Keywords: Problem based learning; Guided discovery learning; Mathematical literacy; Initial mathematical ability
Topic: Mathematics Education