Effectiveness of scientific approach based on multiple intelligences theory in terms of student’s mathematical literacy skill and self-confidence that implemented online

Abstract

This study examines whether the scientific approach based on the theory of multiple intelligence implemented online was effective in terms of mathematical literacy skills and students' self-confidence. This experiment was designed with: One-Shot Case Study to obtain data about students’ mathematical literacy abilities and One-Group Pretest-Posttest to obtain data about students’ self-confidence. This study’s population was 8th-grade students at SMP Negeri 10 Yogyakarta in the 2019/2020 academic year, while the research sample was students in 8 B class. The research instruments were questions of mathematical literacy skills and a student self-confidence questionnaire. Both of these instruments are valid and reliable. There are four criteria for effectiveness: (1) The mathematical literacy test’s average final score was more than 70 (out of a maximum score of 100). (2) The proportion of students who scored more than 70 was more than 75%. (3) The average final self-confidence score was more significant than the average initial self-confidence score. (4) The mean final self-confidence score was more than 272 (this is the minimum score for the "good" category). Using a significant level of 0.05, the scientific approach based on the multiple intelligence theory implemented online was effective in terms of the mathematical literacy skills of grade 8 students at SMP Negeri 10 Yogyakarta on the topic of Statistics. However, this approach is not effective in terms of student self-confidence. This ineffectiveness is due to interactions, time, and conditions. To carry out an MI-based scientific approach in online mathematics learning, teachers need to pay attention to several things, such as student readiness, both in the technological and psychological aspects.