Analysis of Numeracy Ability, Content, Context, and Cognitive Level in Terms of Mathematical Belief
Abstract
The implementation of AKM is in line with Indonesia's goal of realizing quality education as stated in the 2030 SDGs by emphasizing numeracy. One factor that influences students' numeracy ability is mathematical belief. However, there has been no detailed mapping that discusses the level of numeracy ability and the achievement of numeracy components based on their mathematical belief. This study aims to describe the level of numeracy ability and the achievement of each component in numeracy and determine its relationship with mathematical belief. This study is a survey study. The research population is all students of class VIII of public junior high schools in Sleman Regency. The sample in this study was determined using a stratified proportional random sampling technique. The research sample of 224 students came from 10 schools, categorized into three strata, namely stratum A of 48 students from 2 schools, stratum B of 90 students from 4 schools, and stratum C of 86 students from 4 schools. The instrument used is a test instrument in the form of a numeracy ability test compiled based on the AKM numeracy components. The non-test instrument is a mathematical belief questionnaire. Data were analyzed descriptively and using statistical methods. The results show that the numeracy ability of eighth-grade students at public junior high schools in Sleman Regency is generally at the capable level. When viewed across each numeracy component, the highest achievement is in algebraic content, personal context, and the cognitive level of knowing. Meanwhile, the distribution of students' mathematical beliefs is almost evenly distributed across each category. Based on the correlation test, there is a significant positive relationship with a moderate correlation between students' numeracy abilities and their mathematical beliefs.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i12.7265
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