KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI BUDAYA LITERASI DAN NUMERASI SISWA

Abstract

This study identified several issues such as the lack of variation in literacy and numeracy teaching methods by teachers, the low enthusiasm of students in learning activities, low mathematical communication skills of students, inadequate application of literacy and numeracy culture by teachers, and as a result, the teaching and learning process is perceived as uninteresting by the students. The aim of this study is to identify the mathematical communication skills of students at UPTD SD Negeri 122377 Pematang Siantar through the application of literacy and numeracy culture. This study used Quasi Experiment which is one of the experimental methods. The research design used a Two Group Randomized Posttest-Only Control Design. Prior to the teaching, pre-tests were conducted on both classes. Then, both classes were taught mathematics with the topic of fractional calculation, but with different treatments. In the experimental class, teaching was carried out with the application of literacy and numeracy culture, while in the control class, the conventional teaching method was used. Literacy in this study was defined as the ability to utilize and understand various activities such as reading, listening, writing, counting, and speaking intelligently. The study population consisted of fifth-grade students in three classes with a total of 92 students. The research sample was taken from two classes with a total of 60 students using purposive sampling technique. The data collection techniques used in this study were observation, test, and documentation. After the teaching process was completed, a posttest was conducted. Based on the research analysis, the following findings were obtained: 1) The mathematical communication skills of students who applied literacy and numeracy culture were better than those who used conventional methods; 2) There were differences in the improvement of mathematical communication skills between students who applied literacy and numeracy culture and those who used conventional methods; and 3) There were differences in student attitudes towards teaching using literacy and numeracy culture compared to conventional methods.