PENGARUH MODEL PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP KEMAMPUAN LITERASI MATEMATIS SISWA DITINJAU DARI SELF-CONFIDENCE SISWA

TAHNIA NAFRA TAMIRA, . (2026) PENGARUH MODEL PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP KEMAMPUAN LITERASI MATEMATIS SISWA DITINJAU DARI SELF-CONFIDENCE SISWA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh penerapan model pembelajaran Realistic Mathematics Education (RME) terhadap kemampuan literasi matematis siswa, serta menelaah adanya interaksi antara model pembelajaran dan tingkat self-confidence terhadap kemampuan literasi matematis tersebut. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan desain post-test only control group. Sampel dipilih melalui teknik cluster random sampling yang menghasilkan kelas VII-G sebagai kelas eksperimen dan kelas VII-H sebagai kelas kontrol di SMPN 99 Jakarta. Sampel yang dianalisis berjumlah 41 siswa, terdiri atas 22 siswa pada kelas eksperimen dan 19 siswa pada kelas kontrol yang termasuk dalam kategori self-confidence tinggi dan rendah. Data kemampuan literasi matematis dikumpulkan melalui tes uraian, sedangkan data self-confidence dikumpulkan melalui angket menggunakan skala Likert. Hasil penelitian menunjukkan bahwa rata-rata kemampuan literasi matematis siswa pada kelas eksperimen sebesar 62,11, lebih tinggi dibandingkan kelas kontrol sebesar 47,02. Hasil uji ANAVA dua arah menunjukkan terdapat interaksi yang signifikan antara model pembelajaran dan self-confidence terhadap kemampuan literasi matematis. Analisis lanjutan menunjukkan bahwa pada kelompok siswa dengan self-confidence tinggi, rata-rata kemampuan literasi matematis siswa pada kelas eksperimen sebesar 75,75, lebih tinggi dibandingkan kelas kontrol sebesar 35,56. Sementara itu, pada kelompok siswa dengan self-confidence rendah, hasil uji menunjukkan bahwa kemampuan literasi matematis siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. ***** This study aimed to examine the effect of the implementation of the Realistic Mathematics Education (RME) learning model on students' mathematical literacy skills and to investigate the interaction between the learning model and students' self-confidence on their mathematical literacy skills. This study employed a quasi-experimental method with a post-test only control group design. The sample was selected using the cluster random sampling technique, resulting in Class VII-G as the experimental class and Class VII-H as the control class at SMPN 99 Jakarta. The analyzed sample consisted of 41 students, including 22 students in the experimental class and 19 students in the control class, who were categorized into high and low self-confidence groups. Data on mathematical literacy skills were collected through an essay test, while self-confidence data were collected using a Likert-scale questionnaire. The results showed that the mean mathematical literacy score of students in the experimental class was 62.11, which was higher than that of the control class (47.02). The results of the two-way ANOVA indicated a significant interaction between the learning model and self-confidence on students' mathematical literacy skills. Further analysis revealed that, among students with high self-confidence, the mean mathematical literacy score in the experimental class (75.75) was higher than that in the control class (35.56). Meanwhile, among students with low self-confidence, the results indicated that students in the experimental class demonstrated higher mathematical literacy skills than those in the control class.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. Suyono, M.Si. ; 2). Qorry Meidianingsih, M.Si.
Subjects:	Sains > Matematika
Divisions:	FMIPA > S1 Pendidikan Matematika
Depositing User:	Tahnia Nafra Tamira .
Date Deposited:	24 Aug 2026 01:23
Last Modified:	24 Aug 2026 01:23
URI:	http://repository.unj.ac.id/id/eprint/72964

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