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Mathematics Education Journals

Vol. 5 No. 2 August 2021

ISSN : 2579-5724

ISSN : 2579-5260 (Online)

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Development of Realistic Mathematics Learning Tools to Improve Students'

Mathematical Literacy Ability

Riky Prasetia Wijaya1, Mega Teguh Budiarto2, Pradnyo Wijayanti3

1Programme on Pasca Educational Mathematics, Universitas Negeri Surabaya,

2,3 Mathematic Department, Universitas Negeri Surabaya

Email : rikyprasetia55@gmail.com

Abstract

The purpose of this research to: (1) describe the development process and

produce realistic mathematics learning tools that are good for improving

students 'mathematical literacy, (2) describe the effectiveness of realistic

mathematics learning to improve students' mathematical literacy. The

research population was class X students of seniour high school in the

2020/2021 academic year and teachers who teach mathematics in that class.

The following conclusions were obtained: (1) The process of developing

realistic mathematics learning tools using the PLOMP development model

(2010) and the results of developing realistic mathematics learning tools for

the matter system linear equation three variables (SPLTV) using the Ploom

development model resulted in learning tools (RPP, LKS, and TLM) qualify

the criteria of good quality equipment. (2) Based on the results of descriptive

analysis in the implementation class, it was found that realistic mathematics

learning was effective in improving students' Mathematical Literacy.

Keywords: Realistic mathematics learning; Mathematical Literacy;

SPLTV.

INTRODUCTION

Based on the results obtained by Indonesian students on PISA, they have

conducted a survey since 2000 and it is be carried out every 3 years. It has always

been a participant in every survey conducted by PISA and its participation,

Indonesian students have low mathematical literacy skills. Based on the results of

PISA (2015), Indonesia is included in the 10 countries with low literacy skills with

only 69 out of 76 countries surveyed by PISA (OECD, 2016). The average score of

Indonesian students for mathematical literacy skills is 375 (level 1) while the

average international score is 500 (level 3). Level 1 is the lowest level of the 6 levels

of mathematical literacy skills applied by PISA.

Mathematical literacy is the ability of students to formulate, use and

interpret mathematics in various contexts, including the ability to carry out

mathematical literacy and use concepts, procedures, facts, as a tool to describe,

explain and predict an everyday event Wicaksana (2018). Its use mathematical

thinking in everyday solving to be better prepared for life's challenges. The thought

that is meant includes problem solving mindset, logical reasoning, communicating

and explaining.

Mathematical literacy in this research is the ability of students to formulate,

apply and interpret mathematics in various contexts, including the ability to reason

mailto:rikyprasetia55@gmail.com

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mathematically, and to use concepts, procedures, facts and tools to describe,

explain, or interpret a contextual problem. Mathematical literacy in this case the

researcher focuses on mathematical literacy in writing, which is in the form of

questions. In this study, the questions developed were focused on the category

context societal and context-based question types using open-constructed

responses. Because so that students are able to develop their potential and can solve

problems by themselves in their lives. So that students do not have a sense of

despair, lazy nature, indifferent to people. The type of context-based questions uses

an open-constructed response so that researchers know the steps taken by students

or explain how the answers were obtained.

Based on first observations at Senior high school which was carried out at

the beginning of the even semester of the 2018/2019 academic year with an

interview with a math teacher, it was found that several reasons have not been

optimally implemented to improve students' mathematical literacy skills in learning

mathematics, namely: (1) teacher limitations related to mathematical literacy, (2)

there are no learning tools that support students' mathematical literacy skills, and

(3) students have difficulty using mathematical literacy skills because most students

only memorize formulas, making it difficult to apply these formulas in solving math

problems.

In an effort to improve students' mathematical literacy skills in mathematics

learning is very important, so in designing learning teachers must be careful in

choosing a learning model that can provide space for students to improve their
mathematical literacy skills. A learning model that can emphasize the relationship

between mathematical concepts and students' daily experiences. One way that can

be done is by applying a realistic mathematics learning model.

Realistic mathematics learning is one approach in learning that links subject

matter with the real life of students. It must start from something real so that

students can be involved in the learning process in a meaningful way. In the learning

process, the role of the teacher is only as a guide and facilitator for students in the

process of building mathematical ideas and concepts (Hadi, 2017). With this

approach, students learn mathematical ideas and concepts through contextual

problems related to everyday environments.

The researcher focuses on students' mathematical literacy in the context

category. Because researchers develop realistic mathematics learning that uses

contextual problems as a first step. Contextual problems in this study are in the form

of questions. The function of contextual questions in this study is contextual

questions that function to help form concepts, characteristics, or ways of solving

early learning. In the midst of learning, it serves to strengthen mathematical

concepts that have been built, discovered or obtained by students. At the end of the

lesson, contextual questions help students apply the concepts they have learned.

Realistic mathematics learning in this research is a learning that uses

contextual problems (contextual problems) as the first step in the learning process

by emphasizing the activeness of students in building and discovering their own

knowledge until they find a concept. The purpose of realistic mathematics learning

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ISSN : 2579-5260 (Online)

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in this study is for students to build mathematical concepts and ideas based on the

process of rediscovery through exploration of contextual questions.

Based on the background that has been stated, the research questions can be

formulated as follows: (1) describe the development process and produce realistic

mathematics learning tools that are good for improving students 'mathematical

literacy, (2) describe the effectiveness of realistic mathematics learning to improve

students' mathematical literacy.

RESEARCH METHOD

Based on the first research purpose, this study includes the type of

development research. This research, which is developed is a learning device. The

learning tools in this study include Learning Implementation Plans (RPP), Student

Worksheets (LKS), and Test Mathematical Literacy (TLM). The development

model used by researchers is the development model developed by Plomp. The

development model consists of three stages, namely preliminary research,

prototyping phase and assessment phase. Good quality learning tools are learning

tools that meet the criteria of validity, practicality, and effectiveness.

The second research purpose in this research is descriptive research. It

describes the effectiveness of Realistic Mathematics learning in the matter of

system linear equations three variables. The learning effectiveness referred to

includes: 1) the ability of the teacher to manage learning well, 2) student activity

during the effective learning process, 3) student response to positive learning, 4)
classical student learning completeness attainment, and 5) increased students'

mathematical literacy.

The research population was class X students of seniour high school in the

2020/2021 academic year and teachers who teach mathematics in that class. During

the Covid-19 virus pandemic, the learning process continued with online learning

through application the Microsoft Teams and Whatsapp. The researcher took the

subject of 20 students who were divided into 3 groups for the test class of learning

devices and 35 which were divided into 5 groups for the implementation class.

Usefulness of the trial class for the process of developing learning tools in getting

good quality learning tools and from the implementation class for the effectiveness

of device development.

Data collection techniques in this study: validation, observation, student

responses, mathematics literacy test. Validation is used to obtain data about the

results of expert validation regarding learning devices. This observation is used to

obtain data on the teacher's ability to manage learning according to the lesson plans

and student activities during the learning process. Student responses to obtain data

about student opinions about learning activities. The mathematical literacy test

(TLM) was used to obtain information about the validity, reliability and sensitivity

of the items. In addition, It is used to determine the completeness of classical

learning and to see the increase in students' mathematical literacy skills.

In this research, researcher used a one-group pretest-postest design and

analysis description. It to find out that realistic mathematics learning can improve

students' Mathematical Literacy. He only conduct research in the implementation

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class. Then analyzed using the N-Gain formula. Before the analysis is carried out

with the N-Gain formula, it is necessary to test statistically using the two-mean

similarity test for paired data (Dependent). It aims to determine the positive impact

of realistic mathematics learning on students' Mathematical Literacy.

RESULTS AND DISCUSSION

Plomp (1997) menyatakan “we characterized educational design in short as

method within which one is working in systematic way towards the solving of a

make problem”, This means that the design characteristics of education as a method

in which people work systematically towards solving problems are created. This

development model has three stages, namely preliminary research, prototyping

phase, and assessment phase. It activities carried out at the preliminary research

stage are gathering information, analyzing information, and compiling a work plan.

At the prototyping phase, the design of learning tools in the form of lesson plans,

worksheets and TLM was carried out. At the assessment phase, field trial activities

were carried out from the revised prototype. The revised learning tools were tested

on 20 students of class X Senior high school 3 Surabaya for the 2019/2020 year.

Researchers tested the device on 20 students because of the effects of the symptoms

of the Covid-19 Virus pandemic. During the Covid-19 Virus pandemic, Senior high

school 3 Surabaya only conducted online learning using applications the Microsoft

Teams and Whatsapp. From this stage, a good learning tool is obtained. The

recapitulation of the achievement of the criteria for good realistic mathematics
learning tools for the material of system linear equation three-variable is presented

in Table 1.

Tabel 1 Achievement of the Criteria for Good Learning Devices in the

Trial Class

No. Criteria Aspect Explanation

1 Valid Expert Validation

Question Validity Test

Reliability Test

Test Item Sensitivity

Valid

High

Moderate

Sensitive

2 Practical Teacher activities manage learning

Student activities

Good

Active

3 Effective Student response

Student learning completeness

Positive

Reached

Based on table 1, the validator's assessment states that each component in

each device developed is in the minimal good category, based on the item eligibility

criteria, the level of validity in the high category is presented in Table 2.

Tabel 2 Results of Question Item Validity Analysis

Number Test 1

𝑟𝑥𝑦 0,7587

Interpretation High

Based on the results of the calculation of the reliability of the test, it was

obtained that the reliability coefficient of the questions was 0.453, so it had medium

category test reliability. Meanwhile, the test item is said to be sensitive if the

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sensitivity index meets the criteria S ≥ 0,30. The results of calculating the sensitivity

of each item are presented in Table 3.

Tabel 3 Results of Problem Sensitivity Analysis
Noumber Test 1

Sensitivity (S) 0,418

Explanation Sensitive

Based on the table above, it can be seen that the item sensitivity level is ≥

0.30, so the item is said to be sensitive to learning and is suitable for use without

revision.

In the online learning process, students are grouped into 3 study groups,

each group consisting of 6 and 7 students with different academic abilities, so that

in each group there are students with high abilities, moderate abilities and low

abilities. The grouping is based on the final semester assessment (PAS) score and

consultation with the math teacher who teaches the class. After students are

grouped, students are asked to join the Whatsapp application group so that student

activities can be observed.

Teacher and student activity data were obtained through observations during

learning by joining the Microsoft Teams application and carried out by one observer

using the teacher activity observation sheet instrument managing learning during

two meetings. Student activities are observed by the researcher himself using

student activity observation sheets. Observations were made on a group consisting

of four students with high, medium and low academic abilities in each meeting. The

following are some pictures in the process of managing online learning in the trial

class, which can be seen in Figure 1 and Figure 2.

Figure 1. The process of managing online learning

Figure 2. Students discuss online learning

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Student response data were collected using a questionnaire via google form

which was given to students at the end of learning activities. The instrument used

was a student response questionnaire.

Classical learning completeness data and students' Mathematical Literacy

data were collected by giving TLM questions in the form of descriptions before and

after the learning took place. Student Learning Outcomes in the Trial Class are

presented in table 4.

Table 4 Student Learning Outcomes in Trial Class

No. Description Result

The highest score

Lowest Value

Average value

Many students have finished studying

Many students do not complete their studies

Percentage of students completing their studies (%)

100

85%

Based on the data in Table 4, the percentage of students who achieved

completeness was 85%, it was concluded that the learning completeness of the

students in the classical trial class was achieved.

According to Slavin (2009) the effectiveness of learning consists of four

indicators, quality of instruction, appropriate level if instruction, incentive, and

time. Based on the opinion of Kemp (1985), the effectiveness of learning

emphasizes the achievement of learning objectives within a predetermined time.

Furthermore, according to Djamarah (2002) interest affects the process and student

learning outcomes. In addition, according to Uno (2012) learning is considered

effective if the goals that have been set can be achieved by students. Based on the

above opinion, the effectiveness of learning in research is a measure of the success

of a learning that meets the indicators: (1) teacher's ability to manage good learning,

(2) effective student activities, (3) classical student learning completeness, (4)

student response to positive learning , (5) increasing students' Mathematical

Literacy.

Based on the third research objective, the data obtained from the

implementation class research: 1) the implementation of learning by teachers and

students fulfills the criteria well done so that it can be concluded that the learning

carried out is easy for students and teachers. 2) Student response to learning is

positive because the percentage of each aspect is more than or equal to 80%, 3)

Classical mastery of learning is achieved because the percentage of students who

achieve completeness is 88.57%, 5) Realistic mathematics learning to improve

students' Mathematical Literacy is achieved. The data on the results of students

'Mathematical Literacy were obtained through the implementation of the pretest and

posttest written tests in the form of TLM to students which were used to see whether

realistic mathematics learning could train students' Mathematical Literacy. Based

on the results of the t-test statistical analysis, the results were obtained t hitung > t tabel

(13,618> 2,032) with (𝛼=0,05 dan 𝑑𝑏 = 𝑛 − 1). These results can be said that the

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initial hypothesis(H0) is accepted. It is concluded that realistic mathematics

learning has a positive impact on students' Mathematical Literacy. Furthermore, the

description of the calculation of data on the improvement of students' Mathematical

Literacy results for the implementation class can be seen in Table 5.

Table 5 N-Gain Value of Implementation Class Students
Explanation Percentage of Total Students (%)

N-Gain ≥ 0,70 49 %

0,30 < N-Gain < 0,70 49 %

N-Gain ≤ 0,30 3 %

Based on the data in Table 5, realistic mathematics learning is said to be

able to improve students' Mathematical Literacy if at least 70% of students who

take part in learning get N-Gain ≥ 0,3. It is concluded that realistic mathematics

learning can improve students' mathematical literacy skills.

CONCLUSION

The following conclusions were obtained: (1) The process of developing

realistic mathematics learning tools using the PLOMP development model (2010)

and the results of developing realistic mathematics learning tools for the matter

system linear equation three variables (SPLTV) using the Ploom development

model resulted in learning tools (RPP, LKS, and TLM) qualify the criteria of good

quality equipment. (2) Based on the results of descriptive analysis in the

implementation class, it was found that realistic mathematics learning was effective

in improving students' Mathematical Literacy.

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