Analysis of Mathematics Teacher Performance in Building Resilience and Mathematical Literacy on Student Learning Outcomes

Abstract

The purpose of this study was to determine the performance of mathematics teachers in building resilience and mathematical literacy towards student learning outcomes. This type of research is ex post facto with a sample of 283 students from a population of 961 students consisting of seven states and five private high schools, and obtained in clusters from twelve sub-districts in North Sumatra. The research instrument used a questionnaire and test. The data analysis used descriptive and inferential analysis. The results of the descriptive analysis conclude several things, namely (1) the teacher's performance in building mathematical resilience and literacy is in the medium category, (2) students' mathematical resilience, students' mathematical literacy abilities, and student learning outcomes are in the medium category. The results of inferential analysis show that the teacher's performance in building mathematical resilience, (1) has a high impact on the mathematical resilience of students which is influenced by students' mathematical literacy abilities to influence student learning outcomes, and (2) has a high impact on students' mathematical literacy abilities which is influenced by students' mathematical resilience to affect student learning outcomes. The teacher's performance in building mathematical literacy, (3) has a high impact on students' mathematical resilience which is influenced by students' mathematical literacy abilities to influence student learning outcomes, and (4) has a high impact on students' mathematical literacy abilities which is influenced by students' mathematical resilience to influence student learning outcomes in math. Thus it can be stated that the performance of teachers in building resilience and mathematical literacy has an impact on student learning outcomes.