Implementation of the Interactive Learning Model with Cooperative Setting (PISK) to Improve Mathematical Literacy and Learning Interest of Grade VIII Students
Abstract
This study aims to investigate the effectiveness of the Interactive Learning Model with Cooperative Setting (Model Pembelajaran Interaktif Setting Kooperatif or PISK) in improving mathematical literacy and learning interest among Grade VIII students. The research was conducted using Classroom Action Research (CAR) over two cycles. The PISK model involves structured learning steps, including group collaboration, guided problem solving, class discussions, reflection, and assessment. The learning content focused on statistical concepts, particularly mean, median, and mode. Data were collected through observation sheets to monitor student engagement, questionnaires to assess learning interest, and written tests to evaluate mathematical literacy. The results showed a significant increase in both domains: the average mathematical literacy score improved from 40% in the pre-cycle to 78% in the second cycle, while learning interest rose from 56.5% to 82.3%. These findings indicate that the PISK model effectively supports both cognitive and affective aspects of mathematics learning.
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DOI: http://dx.doi.org/10.18415/ijmmu.v13i3.7352
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