| Abstrakt: |
Mathematical learning is expected to allow students to apply mathematical concepts in solving real-world problems. This kind of ability is known as mathematical literacy. In developing mathematical literacy ability, knowledge about personality tendencies is needed. This research aims to describe the mathematical literacy ability of junior high school students in solving AKM problems of each personality type based on Keirsey's Personality Theory and the differences between each personality type. This research is descriptive-qualitative. The participants in this research were 65 junior high school students consisting of 39 guardian students, 11 artisan students, three rational students, six idealist students, and six students who do not tend to any personality type. It was measured by the Personality Classification Test (TPK). Then the subjects in this research were 59 students. Those subjects were given Mathematical Literacy Test (TLM). A task-based interview was conducted to obtain more in-depth information about their mathematical literacy ability. Furthermore, the data from both TLM and task-based interviews were analyzed based on the indicators of mathematical literacy (formulate, employ, interpret, and evaluate). They obtained the descriptions of the mathematical literacy ability of students. The results of this research indicated different descriptions of the mathematical literacy ability of students of each personality type. In the first process of mathematical literacy (formulate): guardian, artisan, rational, and idealist students formulate problems in mathematical form, but only artisan students can determine the proper mathematical model. Then in the second process (employ): guardian students apply coherent procedures while artisan students do not. The last process is interpreting and evaluating; guardian, artisan, rational, and idealist students reinterpret mathematical solutions obtained back to the initial context. Rational students interpret solutions in the context of the problem orally, while idealist students interpret solutions in written form. [ABSTRACT FROM AUTHOR] |
