Pengaruh Model Pembelajaran dan Kemandirian Belajar Terhadap Literasi Matematika (Eksperimen pada Sekolah Menengah Pertama Negeri di Kabupaten Purwakarta)

Abstract

The research focuses on: 1) The impact of learning models on mathematical literacy. 2) The effect of learning independence on mathematical literacy. 3) The interaction between learning models and learning independence regarding mathematical literacy. The study involved 64 students, split into two groups of 32 each, one being the experimental group and the other the control group. An experimental method was employed, utilizing 2-Way ANOVA and Tukey Test for hypothesis testing. Findings revealed: 1) A significant effect of learning models on mathematical literacy, indicated by an F value of 115.148 and a significance level of 0.000, which is less than 0.05. 2) A notable influence of learning independence on mathematical literacy, with an F value of 4631.015 and a significance level of 0.000, also below 0.05. 3) A significant interaction effect between learning models and learning independence on mathematical literacy, shown by an F value of 307.030 and a significance level of 0.000, which is under 0.05. The Tukey Test results indicate: 1) Variations in mathematical literacy between the Project Based Learning (PjBL) and Problem Based Learning (PBL) integrated models of Tatanén di Balé Atikan (TdBA) in the high learning independence group. 2) Differences in mathematical literacy between the PjBL and PBL integrated models of TdBA in the low learning independence group. 3) Disparities in mathematical literacy between high and low learning independence in the TdBA integrated PBL learning model group. 4) Differences in mathematical literacy between high and low learning independence in the TdBA integrated PBL learning model group.