The Influence of the Realistic Mathematics Education Approach with Metacognitive Strategy Towards Mathematics Literacy Ability and Adversity Quotient Students

Zahra Zakiyatussoliha, Kismiantini Kismiantini

Abstract


This research aims to describe the influence of the Realistic Mathematics Education (RME) approach combined with Metacognitive Strategies in mathematics learning on students' mathematical literacy and adversity quotient in class VII at a private junior high school in Yogyakarta City. This type of research is a quasi-experiment with population design of all clas VII students. Data collection for this research used test and non-test (questionnaires) The test was used to measure students' mathematical literacy skills, and the questionnaire was used to measure students' adversity quotient, with reliability coefficients of 0.67 and 0.77, respectively, falling within the high reliability qualification. The data analysis technique used are descriptive and inferential. Test Hotteling’s  used to determine the effect of realistic mathematics education approach and metacognitive strategy on the dependent variable, and test two independent sample t-test used to find out what the realistic mathematics education approach and metacognitive strategy influence one each dependent variable. Based on hypothesis testing at significant level of 5%, it is found that realistic mathematics education approach influence the ability to mathematics literacy and adversity quotient students together. This research result also show that realistic mathematics education approach influence on each dependent variable in terms of the average score of mathematics literacy and adversity quotient students. In addition, the inference of 95% confidence interval for the mean difference show that the RME approach with metacognitive strategy is better than the saintific approach.


Keywords


Realistic Mathematics Education; Metacognitive Strategy; Mathematic Literacy; Adversity Quotient

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References


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DOI: http://dx.doi.org/10.18415/ijmmu.v12i11.7166

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