Journal of Primary Education

9 (1) (2020) : 102 –109

https://journal.unnes.ac.id/sju/index.php/jpe/article/view/29112

An Analysis of Mathematical Literacy Ability Viewed from the Goal Orientation

Ane Armitha Permata Sari1 , St. Budi Waluya2 & Mahardika Prasetya Aji2

1
Universitas PGRI Semarang, Indonesia
2
Universitas Negeri Semarang, Indonesia

Article Info Abstract

________________ ___________________________________________________________________
History Articles The purpose of this study was to analyze the ability of mathematical literacy
Received:
January 2019
viewed from the student goal orientation in the Osborn Model with the REACT
Accepted: Strategy. The research method used is Mixed Methods with a concurrent
February 2019 embedded model of quantitative method become primary. The population in
Published: this study were all students of SMP N 14 Semarang. Meanwhile, the samples
April 2020
taken for this study were grade VII-I students using the Osborn Model learning
________________
Keywords:
with REACT Strategy (experimental class), and grade VII-E students using the
goal orientation, Discovery Learning (control class) by purposive sampling, while the subjects of
mathematical literacy, the qualitative study were 6 selected students from class VII-I consisting of two
osborn model, students each in high, medium, and low mastery goal and performance goal.
REACT
____________________
Data collection technique was done through quantitative data collection using
tests, and qualitative data collection using questionnaires and interviews. The
DOI results showed: that the average test (tvalue = 4.03 > tvalue = 1.669), the different
https://doi.org/10.15294 proportional test (zvalue = 2.04 > ztable = 1.64), the average difference test (tvalue =
/jpe.v9i1.29112
3.45 > tvalue) = 1.669), and the different proportional tests (zvalue = 4.21 > ztable =
1.78) Based on the results of the study, therefore it can be concluded that literacy
ability of students using the Osborn Model learning with REACT Strategy were
better than the students who use Discovery Learning and students with mastery
goals were able to master mathematical literacy ability very well compared to
students with performance goals.

© 2020 Universitas Negeri Semarang


Correspondence address: p-ISSN 2252-6404
Dr. Cipto, Jl. Sidodadi Timur No.24, Karangtempel,
e-ISSN 2502-4515
Semarang, Jawa Tengah, 50232
E-mail: [email protected]

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Journal of Primary Education 9 (1) (2020) : 102 – 109

INTRODUCTION giving a test of the initial mathematical literacy

ability (initial TKLM) in the material of round
High mathematical ability is considered number in Grade VII of SMP N 14 Semarang.
very beneficial for learning or in solving everyday The cause of the low mathematical literacy ability
problems. Mathematics is studied and developed is that students have difficulty in solving
to equip students with the ability to think contextual substances, students experience
logically, analytically, systematically, critically, problems in changing contextual substance
and creatively (Wardono, Waluya, Mariani, and problems in the form of mathematical models,
Candra, 2016). Mathematics has the same goal as difficult to express reasons and communication of
the National Education System in developing the results of the questions and even students
students' potential and also the purpose of often have difficulty in determining the steps used
mathematics learning in line with the idea of as a strategy in solving problems.
mathematical literacy ability. The result of preliminary research is
The results of the 2015 PISA study which similar to the research conducted by (Wijayanti,
was attended by 70 countries, the average score Waluya, and Masrukan, 2018), and (Setiani,
of mathematical literacy obtained by Indonesia Waluya, and Wardono, 2018) who say the same
was better than the previous year's score of 386 thing that there are four (Mathematising,
and ranked Indonesia 63th (OECD, 2016). Reasoning and Argument, Using Symbolic,
According to (Wardono, and Kurniasih, 2015) Formal and Technical Language and Operation)
the ability of Indonesian students to solve as well as Devising Strategies for Solving
questions that require the ability to study, give Problems of the seven abilities of the mathematics
reasons, communicate effectively, and solve and literacy assessment process in PISA that students
interpret problems in various situations is still still have error in working on the problem.
poor. Several factors influence errors in working
Factors that influence the low level of on the PISA problem. According to (Zhao,
mathematical literacy skills are that teacher Valcke, and Desoete, 2011) that factors influence
learning always emphasizes the final score rather students' mathematical literacy abilities. These
than the achievement of mathematics learning factors concern the teaching model and teacher
material; it makes changes to the goals of student priorities. Teachers need to design a learning
achievement (Federici, Skaalvik, and Tangen, model and learning strategies to improve
2015). Observations and interviews with the mathematical literacy skills appropriately (Lin,
teacher of SMP N 14 Semarang showed that and Tai, 2015). One learning model that
parents always emphasize high scores on facilitates students in improving mathematical
students, and also parents emphasize values that literacy skills and requires students to solve
exceed the average grade values, and teachers problems involving reasoning is the Osborn
also always emphasize high test results. These Model (Sugandi, 2013). The Osborn model is a
factors make students have differences in the learning model using brainstorming methods or
attempt, and the process of achieving goals in techniques (Aziz, Rochmad, and Wijayanti,
learning mathematics is called the goal 2015; Sinaga, 2015).
orientation. Differences in attempt to achieve Every learning of mathematics must begin
goals or Goal Orientation that students have with the introduction of problems that are
resulted in differences in mathematical literacy appropriate to the situation and propose
abilities students have. contextual problems to students (Budiono, and
In the research a preliminary study in the Wardono, 2014). Students are still unable to deal
form of a test of the initial mathematical literacy with new problems, because students do not
ability (initial TKLM) in the material of round understand and find mathematical concepts to
number in Grade VII of SMP N 14 Semarang. solve problems in everyday life. According to
The researcher conducted a preliminary study by Crawford (Kaselin, Sukestiyarno, and Waluya,

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Journal of Primary Education 9 (1) (2020) : 102 – 109

2013), REACT strategy emphasizes students to METHODS

understand the concept of material that is learned
through relating, experiencing, applying, The research method used is Mix Method
cooperating, and transferring. The Osborn model with a concurrent embedded model of
will be more leverage if it is carried out using the quantitative method become primary.
REACT Strategy. Based on the above
description, the purpose of this study was
intended to analyze the mathematical literacy
ability viewed from the student's goal orientation
in the learning of Osborn Model using REACT
Strategy.

Figure 1. Concurrent Embedded Model of Quantitative Method Become Primary

Quantitative research in the form of quality in the form of learning Osborn Model
mathematical literacy ability before learning and using REACT Strategy, and qualitative research

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Journal of Primary Education 9 (1) (2020) : 102 – 109

in the form of analysis of mathematical literacy RESULTS AND DISCUSSION

ability viewed from student goal orientation. The
study was conducted in SMP N 14 Semarang. The results of this study were performed in
The material taken for the study was Algebra two stages of research, namely quantitative and
Operations, and the subjects of the study were qualitative. The grouping of students based on the
grade VII SMP N 14 Semarang as the subject of goal orientation questionnaire was carried out
quantitative research divided into the before the implementation of the learning process
experimental class (VII-I) and the control class in the experimental class. Goal orientation has
(VII-E). In qualitative research, the research two characteristics, namely mastery goals and
subjects used were only those who obtained the performance goals based on the analysis results of
Osborn Model learning with the REACT the goal orientation scale obtained grouping data
Strategy, namely the experimental class (VII-I). as in Table 1.
The selection of research subjects using purposive
sampling technique. The research subjects were Table 1. Grouping The Students Based on Goal
selected from the experimental class (VII-I) which Orientation Goal
were grouped into two-goal orientation Goal orientation The number
characteristics of students
categories. The Goal orientation with the mastery Mastery goal 8
goal characteristics was chosen by three students Performance goal 7
Not differentiated 17
with high, medium, and low goal mastery
categories, while the performance goal
Based on the results of the goal orientation
characteristics were chosen by three students with
questionnaire analysis obtained 4 students with
high, medium, and low-performance goal
goal orientation characteristics of mastery goal 2
categories.
(high, medium, since there was no low category
The data source in this study was students
found) and performance goals 2 (high, medium,
who obtained from the results of the initial
since there was no low category found) which
TKLM and final TKLM, results in sheets and
then taken to deeply analyze the mathematical
interviews. Quantitative data analysis was
literacy ability after the learning process.
divided into two, namely initial data analysis and
The results of the study on the Osborn
final data analysis. Analysis of preliminary data
Model using the REACT strategy was considered
(taken from the results of the initial mathematical
better than the Discovery Learning Model
literacy ability which has a purpose to find out the
obtained from the results of the first four tests is
similarity of the average of the experimental and
the average test of mathematical literacy abilities.
control classes) using the normality test,
homogeneity test, and two average similarity
Table 2. The Average Test of Mathematical
tests. The final data analysis (conducted after
Literacy Abilities Results
learning the Osborn Model using REACT
tvalue ttable
Strategy) used two similarity tests on average, TKLM Final 4.03 1.6603
two different tests on average completeness test,
completeness test, average difference test, and From Table 2, it is obtained that tvalue > ttable
different proportional test. so that H0 is rejected. That is, the average of
Qualitative data analysis was done in three mathematical literacy ability of students in the
main steps of analysis techniques, namely data Osborn Model learning class with the REACT
reduction (data reduction), data display (data strategy reaches to 75.
presentation), and conclusions (conclusions). The second test is an average proportional
test. The result of the average propotional test
results, from Table 3.

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Journal of Primary Education 9 (1) (2020) : 102 – 109

Table 3. The Average Propotional Test Results using the Osborn Model was better than the
zvalue ztable conventional learning, the Osborn Model is better
TKLM Final 2.04 1.64
since students are active in releasing the audience
to solve the problems they faced. Based on the
From Table 3 obtained that zvalue > ztable so
results of previous researchers, there are
that H0 is rejected. That is, the percentage of
weaknesses in the Osborn Model, namely.
students who achieve a minimum of 75
Students still cannot face new problems, since
completeness in the learning class of the Osborn
students do not understand and find the
Model using the REACT Strategy that reaches
mathematical concepts to solve problems in
the minimum completeness criteria has exceeded
everyday life.
75%.
Ardyanto, and Wardono (2015) stated that
The third test carried out was the average
mathematical literacy ability experienced an
difference test. The average different test results
increase before and after learning, an increase in
as seen in Table 4
students' mathematical literacy skills using
learning with REACT Strategy was higher than
Table 4. The Average Different Test Results
students who received conventional learning.
tvalue ttable
TKLM Final 3.45 1.6603 Based on the results of previous researchers there
are weaknesses in REACT Strategy, namely
Form Table 4 obtained tvalue > ttable so that students who have not been active in group
H0 is rejected. That is, the average of activities and rely on smart friends in their
mathematical literacy ability of students in the groups, students seem embarrassed if they are
Osborn learning class using REACT Strategy is wrong in giving opinions to answer the problems
more than the average of mathematical literacy given by the teacher. Osborn's model with
ability of students in the class taught using the REACT student strategy can express his or her
Discovery Learning. opinion freely but by the mathematical concept so
The fourth test carried out was the average that it can solve problems related to daily life.
different proportional test. The result of the The results of the second study were an
average different test as seen in Table 5 analysis of mathematical literacy ability viewed
from students' goal orientation in the learning of
Table 5. The Average Different Proportional Osborn Model using the REACT Strategy. The
Test Results results of the data on mathematical literacy ability
zvalue ztable of the subject of the study can be seen in Table 6.
TKLM Final 4.21 1.78
Table 6. Data on Mathematical Literacy Ability
Table 5 showed that zvalue > ztable so that H0 of The Subject of The Study
is rejected. That is, the proportion of students' Goal orientation
Performance
completeness of mathematical literacy ability in Mathematical literacy ability Mastery goal
goal
the learning of Osborn Model using REACT MG1 MG2 PG1 PG2
Communication 95 80 60 80
Strategy is more than the proportion of students' Mathematising 90 85 85 65
Using mathematics tools 100 100 100 100
completeness in the class taught using the Devising strategies for solving 100 100 87 80
Discovery Learning . Based on the results of the problems
Using symbolic, formal and 93 93 80 73
study, it was found that the learning of the technical language and
operation
Osborn Model using the REACT Strategy on Reasoning and argument 100 93 87 73
mathematical literacy ability was better than the Representation 100 100 100 100

class taught using the Learning of Discovery

Based on Table 6, it can be seen that
model.
students who have mastery goal characteristics
Based on Sugandi research result (2013), it
was found that mathematical literacy ability can solve math literacy problems very well.
Student mastery goals can master the

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Journal of Primary Education 9 (1) (2020) : 102 – 109

components of the mathematical literacy process performance goals can master the abilities of
in a very good category. The ability of students Communication, Mathematising, Using
mastery goal Devising strategies for solving Symbolic, Formal and Technical Language and
problems can be seen in Figure 2. Operation, and Reasoning and Argument there is
Student mastery goals are very capable of a non-fatal error. The ability of students
mastering literacy ability of Communication, performance goal Reasoning and Argument can
Mathematising, Using mathematics tools, be seen in Figure 3.
Devising strategies for solving problems,
Reasoning and arguments, and Representation.
In the students’ mastery goal indicated that they
were able to master literacy ability Using symbols
with a few errors that are not too fatal, therefore, Figure 3. Reasoning and Argument of
based on the results of the study found that Performance Goal Students
students mastery goals were able to solve
mathematical literacy questions and be able to Students with performance goals have
develop mathematical literacy ability. The ability weak literacy ability so that there were still
of students mastery goal Reasoning and process components that do not meet the criteria
Argument can be seen in Figure 2. very well; this is due to that student with
performance goals only have the goal of getting
the best value. Students with performance goals
feel satisfied if they can obtain teacher grades, and
are also quite satisfied with the teaching materials
Figure 2. Reasoning and Argument Ability of
and questions shared by the teacher, and students
Mastery Goal Students
with performance goals will stop learning if the
values they have are considered good. According
Students with mastery goal have the ability
to Benita, Roth, & Deci, (2014) students who
to solve mathematical literacy questions based on
have a performance goal will experience negative
the desire for goals in mastering the subject
consequences in psychology (where students
matter, students with mastery goals also prefer to
compare themselves with other students), this
enrich the insight into the material that not only
results in students who have performance goals
comes from teaching materials given by the
unable to develop in mastering the material.
teacher, and students with mastery goals will stop
learning if they have mastered the subject matter
CONCLUSION
very well. Students with mastery goals will
always develop their mathematical literacy ability
Based on the analysis and discussion, it can
to master the subject matter. This is in line with
be concluded that through the results of the
(Puspitasari, Purwanto, and Noviyani, 2013),
learning that have been done showed that the
(Benita, Roth, and Deci, 2014); (Maretasani, and
class taught using the learning of Osborn Model
Dwijanto, 2016) ) who showed that students with
with the REACT Strategy was better than the
high mastery goals have a higher level of ability
class taught using the Discovery Learning Model.
than a student with performance goal.
The results of the analysis of mathematical
Students who have characteristics of
literacy ability viewed from the goal orientation
performance goals (PG) can solve math literacy
indicated that students who have mastery goal
questions well. Students with performance goals
characteristics were very good at mastering the
are very capable of mastering literacy skills Using
mathematical literacy ability compared to
Mathematics Tools, Devising strategies for
students who have characteristics of performance
solving problems and Representation but there
goals.
are few errors that are not too fatal, Students'

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Journal of Primary Education 9 (1) (2020) : 102 – 109

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