Model-Eliciting Activities on Students' Mathematical Literacy by Reviewing Differences in Self-Regulated Learning
Model-Eliciting Activities pada Literasi Matematika Siswa dengan Meninjau Perbedaan dalam Self-Regulated Learning
DOI:
https://doi.org/10.21070/ups.8687Keywords:
Model-Eliciting Activities, Mathematical Literacy, Self-Regulated LearningAbstract
The mathematical literacy of students is still relatively low. However, until now, it is still a goal and a necessity as a fundamental skill to solve problems in various contexts, especially in formulating, employing, and interpreting. Previous studies have proven that model-eliciting activities effectively enhance mathematical literacy. On the other hand, mathematical literacy is influenced by differences in self-regulated learning. Therefore, this study answers whether implementing model-eliciting activities regarding self-regulated learning differences affects students' mathematical literacy. This study used a quasi-experimental non-equivalent pretest and posttest design. Data collection used a mathematical literacy test and a self-regulated learning questionnaire. The data analysis was a two-way analysis of variance test followed by the Tukey test. The study showed that implementing model-eliciting activities by considering differences in self-regulated learning affected students' mathematical literacy. Another finding is that students with high self-regulated learning are better at mathematical literacy than those with low self-regulated learning.
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