DOI of the published article https://doi.org/10.26858/jkp.v10i1.81274
Hypothetical Learning Trajectory Contextualized with Kue Lemper as A Solution to Low Mathematical Literacy Among Students
Lintasan Pembelajaran Hipotesis Berkonteks Kue Lemper Sebagai Solusi Rendahnya Literasi Matematika Siswa
DOI:
https://doi.org/10.21070/ups.10431Keywords:
Hypothetical Learning Trajectory, Literacy, Problem Based-Learning, Lemper CakeAbstract
Mathematical literacy is one of the key competencies of the 21st century that supports rational decision-making in everyday life. This study aims to develop a hypothetical learning path based on mathematical literacy integrated with a problem-based learning model using the context of Lemper cakes as an innovative effort in geometry learning in elementary schools. This study uses a design research approach consisting of three stages: initial design, teaching experiment, and retrospective analysis. The research subjects were 20 fourth-grade students at Janti II Public Elementary School, Sidoarjo. Data were collected through observation, documentation, and analysis of student worksheets. The results of the study indicate that the hypothetical learning path approach based on the context of lemper cakes can gradually build students' understanding of the concept of area measurement and improve their mathematical literacy skills. This approach contributes to the development of meaningful contextual learning that is relevant to students' real experiences.
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