Pola Asimetris Korelasi Literasi Matematika dan Literasi Membaca: Studi Deskriptif pada Siswa Kelas VIII SMP
DOI:
https://doi.org/10.35580/imed.v8i2.4567Keywords:
Mathematics Literacy, Reading Literacy, Correlation, DescriptiveAbstract
Abstrak. Dengan pendekatan deskriptif, penelitian kuantitatif ini bertujuan untuk mendeskripsikan kemampuan literasi matematika dan literasi membaca, serta menganalisi pola korelasi keduanya pada siswa kelas VIII SMP. Penelitian ini melibatkan lima kelas VIII (180 siswa) dari 11 kelas di UPT SPF SMP Negeri 3 Makassar pada semester genap tahun ajaran 2022/2023. Data dikumpulkan melalui tes literasi matematika dan tes literasi membaca. Data yang terkumpul dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa literasi matematika siswa berada pada kategori dasar dan cenderung kategori “perlu intervensi khusus”, sedangkan literasi membaca berada pada kategori mahir. Selain itu, ditemukan korelasi asimetris antara literasi matematika dan literasi membaca, yaitu: siswa dengan literasi matematika yang baik cenderung memiliki literasi membaca yang baik; siswa dengan literasi membaca yang baik tidak selalu memiliki literasi matematika yang baik; siswa dengan kemampuan literasi membaca yang rendah cenderung memiliki literasi matematika yang rendah pula. Namun, siswa dengan literasi matematika yang rendah tidak selalu mengindikasikan kelemahan dalam literasi membaca. Implikasi dari temuan ini cukup signifikan, dan menunjukkan perlunya intervensi yang berbeda untuk meningkatkan kedua jenis literasi tersebut, dengan rekomendasi untuk fokus pada strategi pengajaran yang holistik dan terintegrasi.
Kata Kunci: Literasi Matematika, Literasi Membaca; korelasi; deskriptif
Abstract. Using a descriptive approach, this quantitative study aims to describe the ability of mathematical and reading literacy and analyze the correlation pattern of both in class VIII junior high school students. This study involved five VIII classes (180 students) from 11 classes in UPT SPF SMP Negeri 3 Makassar in the even semester of the 2022/2023 school year. Data were collected through math literacy tests and reading literacy tests. The collected data were analyzed using descriptive statistics. The results showed that students' mathematical literacy was in the primary category while reading literacy was in the advanced category. In addition, an asymmetrical correlation was found between mathematical literacy and reading literacy, namely: students with good mathematical literacy tend to have good reading literacy; students with good reading literacy do not always have good mathematical literacy; students with low reading literacy skills tend to have low mathematical literacy as well. However, students with low math literacy do not necessarily indicate weakness in reading literacy. The implications of these findings are significant and point to the urgent need for targeted interventions to improve both types of literacy, with recommendations to focus on holistic and integrated teaching strategies.
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