Profile Of Students' Mathematical Literacy Skills Private High Schools In Yogyakarta In Differentiated Learning Reviewed In Terms Of Process Differentiation

Abstract

This study aims to describe the implementation of differentiated learning in terms of differentiation of processes held in class XII MIPA in a high school in Yogyakarta. Differentiated learning is a systematic approach to designing curriculum and learning instruction for students who have a variety of abilities, interests, and learning needs. The research will also describe students' mathematical literacy skills in solving numeracy literacy problems in the fields of geometry and measurement, algebra, and data and uncertainty. This type of research is qualitative descriptive with quantitative assistance. The subjects of this study are 40 students in grade XII MIPA. Research data includes observation sheets and student worksheets. Observation data was processed by calculating the implementation of differentiated learning, while student worksheets were described, and categorized based on the same type of work into the level of PISA standard mathematical literacy ability. The first result of the study is that differentiated learning has been 82% well carried out and the second is the result based on the results of student work, there are 87.5% of students have level 2 mathematical literacy skills and 5% of students at level 3 in answering geometry and measurement problems. There were 2.5% of students with level 1 mathematical literacy skills and 97.5% of students with level 2 mathematical literacy skills in solving geometry and second type measurement problems. On the topic of algebra, there are 5% of students who have level 1 mathematical literacy skills, 80% of students at level 2, and 5% of students at level 3. On the topic of data and uncertainty, there are 87.5% of students who have level 3 mathematical literacy skills.