Volume, 11 Nomor 2 July 2023 pagr. Hal. 105-115 p-ISSN:2541-4232 dan e-ISSN: 2354-7146
Numeracy Of Impulsive And Reflective 8
thGrade Students’
In Covid-19 Context
Risky Dwi Yulanda1*, Tatag Yuli Eko Siswono2, Janet Trineke Manoy3
1,2,3
Pendidikan Matematika, Universitas Negeri Surabaya Email: [email protected]
Email: [email protected] Email: [email protected]
©2023 –Daya matematis: Jurnal inovasi pendidikan matematika. This article open acces licenci by CC BY-NC-4.0 (https://creativecommons.org/licenses/by-nc/4.0/)
Abstract
This study aims to describe the numeracy of 8th grade students with reflective cognitive style and impulsive cognitive style in solving problems in context of covid-19. The qualitave research involve 16 students of 8th grade in Kutai Kartanegara Regency, East Kalimantan Province.
Selected each of one student with a reflective cognitive style and one student with an impulsif cognitive style with equal mathematical ability and same gender. Data collected by conducting tests and interviews. Data analysis techniques include data reduction, data presentation and conclusions. The results of the study show that numeracy of reflective student (MR) in solving questions in the context of covid-19 can access, use, interpret and communicate better than impulsive student (MI) can be seen from the results of the problem and answering interview.
Reflective student very well in all aspect numeracy: access, use, interpret amd communicate.
Impulsive student is only well in the aspect of access, less in use, interpret and communicate.
Keywords: Numeracy; Covid-19; Reflective; Impulsive.
INTRODUCTION
Numeracy is important for people’s lives in all fields. OECD (2013) states that good numeracy is the best protection agains unemployment, low wages and poor health. In short, numeracy can help in making decisions in everyday life. In line with Retamero et. al. (2019) which states that numeracy skills are essential to make informed decisions in our daily life. One of the information that is already familiar to the public is covid-19.
Covid-19 is a virus that is already familiar to the public. This virus has coexisted with people's lives for more than 2 years since it was first identified in December 2019. This virus has witnessed changes in all fields including education. In March 2020, the government implemented a work from home policy to avoid crowds so learning was carried out online. Both teachers and students are required to use technology-based learning media. This policy is valid until the start of offline learning when the pandemic has subsided with the introduction of limited face-to-face meetings, gradually until face-to- face is fully implemented. The changes that have occurred in this lesson will certainly provide important memories for students about the Covid-19 case.
Based on the official website for handling the corona virus covid19.go.id, on February 21, 2022 there were 5,350,901 confirmed cases of covid-19 in Indonesia. Cases recovered were 4,632,355 or 86.6%
and cases died were 147,025 or 2.7% (Covid 19 Data, 2022). In the death data, the percentage of 2.7%
is stated, which if calculated is 2.7% of 5,350,902, namely 144,474, while the real data shows that there were 147,025 cases of death, so 2,551 cases were not included in the data coverage. This is an error, the percentage should be increased to 2.8% so that 2,551 cases are included in the data coverage.
Counting skills in mathematics associated with everyday life are known as numeracy.
(Received: 13-03-2023; Reviewed: 21-04-2023; Revised: 23-06-2023; Accepted: 25-06-2023; Published: 29-07-2023)
The Programme for the International Assesment of Adult Competencies (PIAAC) state that numeracy is the ability to access, use, interpret and communicate mathematical information and ideas to manage the mathematical needs of all real-world situations (OECD, 2009). In other words, numeracy is a reasoning ability that is able to place mathematics as logic in everyday life. Numeracy is very important for individuals to form a reasoning that is used in daily activities. In line with Quinn (2011) state that numeracy is the ability to use mathematics to solve problems and meet the demands of the day-to-day living. This ability can be possessed by students who are sensitive to data presentation, understand patterns and sequences of numbers, and can recognize situations where mathematical reasoning can be used to solve problems. Numeracy includes the ability to apply number concepts in everyday life, numeracy is not only the application of number concepts, but also includes the idea of being able to communicate effectively with others through basic mathematical concepts (Westwood, 2000 in Siswono, et al., 2021).
The results showed that the numeracy of 69 students at one of the tertiary institutions in Bone Regency was still not optimal, namely 34.7%. Specifically in terms of cognitive style, 55% of students have a reflective cognitive style and 22.08% of students have an impulsive cognitive style (Patta, Muin, and Mujahidah, 2021). In another study, Mahmud and Pratiwi (2019) conducted research on 34 grade 4 students in a school in the city of Bandung, the results of the study showed that students' numeracy was in unstructured problems, that is, students were able to solve unstructured problems in the context of everyday life, students can process the information obtained from the questions and then use the interpretation of the information processing to make predictions and draw conclusions. The ability of 8th grade students in solving numeracy questions is still low, 73.3% of students are in the very less category and 26.7% are in the less category (Ate and Lede, 2022). The research was conducted at Southwest Sumba Regency. These results attracted the attention of researchers to carry out numeracy research at the 8th grade level.
There are differences between students in completing assignments, one of the factors is differences in cognitive style. One type of cognitive style is reflective and impulsive cognitive style. Slavin (1997) explains that the reflective cognitive style is a cognitive style in which individuals continuously analyze themselves and their own thoughts. While the impulsive cognitive style is a cognitive style where individuals prefer to respond quickly without the need to do long thoughts. Fajriyah, et al.
(2019) states that students with a reflective cognitive style have excellent communication, mathematizing, reasoning, argumentation, and problem-solving strategies. Meanwhile, students with an impulsive cognitive style only have good skills in communication. In line with that, Patta, Muin and Mujahidah (2021) explain the difference between a reflective cognitive style and an impulsive cognitive style in solving questions. Students with a reflective cognitive style in solving questions take a long time and the results obtained tend to be correct, while students who have an impulsive cognitive style in solving questions require a short time and the results obtained tend to be wrong. Differences in cognitive styles are thought to influence students in solving problems. Based on the description above, the researcher conducted a study entitled "Numeracy of Junior High School in Covid-19 Context Viewed from Cognitive Style".
METHOD
This type of research is qualitative and aims to describe the numeracy of junior high school students with reflective and impulsive cognitive style in solving problems in context of covid-19. This research was conducted in 8th grade of one of junior high school in Loa Janan District, Kutai Kartanegara Regency, East Kalimantan Province in the 2022/2023 academic year. The subjects of this study were 16 students 8th grade with 10 male students and 6 female students . Students will take a mathematical ability test (TKM) and matching familiar figure test (MFFT). The tests were carried out simultaneously, and the subjects taken were one student with a reflective cognitive style and one student with an impulsive cognitive style with equivalent mathematical abilities.
The istrumens used in this study were tests and interviews. In this study, qualitataive data analysis was used to describe the numeracy of junior high school students with reflective cognitive style and impulsive cognitive style in solving problems in context of covid-19.
RESULT AND DISCUSSION Result
The research results are the results obtained from the implementation of research related to junior high school students' numeracy in solving questions in the context of Covid-19 which include: results of research supporting instrument development, selection of research subjects, and student numeration research data in solving questions in the context of Covid-19 in terms of reflective and impulsive cognitive styles.
Prospective subjects were first given a cognitive style test, namely the Matching Familiar Figure Test (MFFT). There are two assessments that need to be considered from the MFFT test, namely the time it takes students to answer the first time and the frequency of answers to get the correct answer. The following are the results of the cognitive styles of grade 8
thstudents.
Tabel 1. Description Cognitive Styles of 8th Grade Students
Cognitif Styles Frequency Percentage
Reflektif 5 31,25%
Impulsif 2 12,5%
Slow-Inaccurate 4 25%
Fast-Accurate 5 31,25%
Based on the results obtained that of the 16 students who took the MFFT test, there were 31.25% of students having a reflective cognitive style, 12.5% of students having an impulsive cognitive style, 25% of students having a slow-inaccurate cognitive style and 31.25% of students having a fast- accurate cognitive style. The subjects in this study are subjects who have a reflective and impulsive cognitive style.
After that, the next step is to look at students' mathematical abilities. Research subjects were selected based on equivalent mathematical ability. Mathematical ability is said to be equivalent if the difference in the scores of the mathematics ability test is less than 5 in the value range 0-100 (Putri, Ekawati and Fiangg, 2022). Next, subjects were selected based on their gender. Male gender was chosen as the subject in this study based on suggestions from teachers of grade 8 mathematics because male students communicate better than female students.
Based on these criteria, 2 subjects with equal mathematical abilities and the same sex were selected.
Research subject data can be seen in Table 2.
Tabel 2. Research Subject Data
No Name TKM Score Gender Cognitive Style Subject Code
1 GB 100 M Reflctive MR
2 MAC 100 M Impulsive MI
The description of the numeracy indicators used is based on the OECD (2016) regarding reasoning because the essence of numeracy is reasoning. Indicators can be seen in Table 3.
Tabel 3. Student Numeracy Indicator Codes in Solving Problems in the Covid-19 Context
Aspect Indicator Code
Access
Identifying the mathematical aspects of a problem situated in real-world context
Identifying information presented in graphical form AC and/or diagram.
Use
Devising and implementing strategies for finding mathematical solutions.
Use various numbers or symbols related to basic US mathematics to solve probems in real-world.
Intrepret
Interpreting a mathematical result back into the real-world context.
Interpreting analysis results to make predictions and make IN decisions.
Communicate
Communicate the decisions obtained in accordance with the context or not based on the results of the
interpretation. CO
Express ideas in various forms both orally, in writing and other visual forms.
Figure 1. Soal Numerasi
109 1. Reflective Students (MR) in Solving Problems in the Context of Covid-19
Access
Use
Use, Interpret, Communicate Interpret, Communicate
Access
Interpret, Communicate
Use, Interpret, Communicate Access
Tabel 4. Reflective Student Interview Transcript (MR)
Label Interview Transcript Code
Q1 Informasi Apa Saja yang kamu peroleh dalam soal? AC
MR1 Banyaknya korban PHK dari tenaga usaha jasa, dan setiap korban PHK mendapat Rp 700.000,00, informasi tentang korban phk berdasarkan lapangan pekerjaan, jumlah seluruh korban phk yaitu 1.722.958 orang. Pemerintah memberikan upaya pemberian kartu prakerja, dan insentif pelatihan berbasis kompetensi dan produktivitas, pengoptimalkan peran balai latihan kerja atau BLK, program padat karya dan kewirausahaan bagi pekerja terdampak dan jaring pengaman sosial.
Korban PHK berdasarkan lapangan pekerjaan dibagi menjadi 6, yaitu tenaga usaha penjualan; tenaga kepemimpinan dan keterlaksanaan; tenaga produksi, operator alat-alat angkutan dan pekerja kasar; tenaga tata usaha dan yang sejenis;
tenaga profesional, teknisi dan yang sejenis; tenaga usaha jasa.
Q2 Konsep atau materi apa yang digunakan dalam soal ini?
MR2 Materi statistik US
Q3 Apa yang perlu dicari dalam permasalahan tersebut?
MR3 Yang pertama adalah mencari jumlah orang dalam berdasarkan lapangan pekerjaan, data uang dan data jumlah seluruh korban PHK dan bantuan finansial setiap satu orang dan data korban PHK berdasarkan lapangan pekerjaan
US
Q4 Bagaimana kamu menyelesaikan soal ini berdasarkan informasi yang kamu peroleh?
MR4 Jadi saya mengerjakan yang a itu adalah jumlah seluruh korban phk dikali bantuan finansial setiap orang jadi 1.722.958 orang dikali Rp 700.000,00 jadi hasil yang saya dapat adalah Rp 1.206.070.600.000,00 Dana yang diperoleh kurang dari dua triliun.
Jadi yang b adalah disuruh mencari urutan korban PHK berdasarkan lapangan pekerjaan tersebut dari yang terkecil adalah tenaga usaha penjualan; tenaga kepemimpinan dan keterlaksanaan; tenaga produksi, operator alat-alat angkutan dan pekerja kasar; tenaga tata usaha dan yang sejenis; tenaga profesional, teknisi dan yang sejenis; tenaga usaha jasa.
Jadi yang c korban PHK berdasarkan lapangan pekerjaan yang terbanyak adalah tenaga usaha jasa jadi saya mengerjakannya adalah dengan menghitung semuanya yaitu berapa persen dikali jumlah seluruh korban PHK tersebut.
Kalau yang d selisih dari korban tata usaha yang sejenis dengan tenaga usaha penjualan jadi saya mengurang dengan seperti soal c yaitu menghitung jumlah seluruh orangnya dulu, menghitung pekerja yang tata usaha yang sejenis dikurang tenaga usaha penjualan diperoleh hasil 103.378 orang.
IN
Q5 Coba jelaskan kesimpulan apa yang kamu peroleh?
MR5 Jadi, yang pertama pemerintah membutuhkan dana kurang dari 2 triliun yaitu sebesar 1.206.070.600.000 jadi pernyataan a tidak sesuai atau salah, Jadi yang b pada gambar diagram lingkaran tersebut dapat diurutkan terkecil adalah tenaga usaha penjualan yaitu 9%; tenaga kepemimpinan dan keterlaksanaan 9%; tenaga produksi, operator alat-alat angkutan dan pekerja kasar yaitu 13%; tenaga tata usaha dan yang sejenis yaitu 15%; tenaga profesional, teknisi dan yang sejenis yaitu 22%; tenaga usaha jasa yaitu 32% jadi pernyataan b sesuai atau benar.
Yang c yaitu korban PHK berdasarkan lapangan pekerjaan yang terbanyak adalah tenaga usaha jasa jadi penyataan c tidak sesuai atau salah.
Yang d selisih korban PHK tenaga tata usaha dan yang sejenis dengan tenaga usaha penjualan yaitu 103.378 orang jadi pernyataan d tidak sesuai atau salah.
CO
Q6 Apakah kamu yakin dengan jawabanmu?
MR6 Ya, saya yakin.
Q7 Apakah kamu tadi memeriksa kembali jawabanmu?
MR7 Ya.
111 Researchers obtained data numeracy of reflective subject (MR) in the context of Covid-19 based on the results of the numeracy test and interview. Thus, the researcher concludes as follows.
1) Access, in this aspect what the MR subject do, namely:
a) Identifying the mathematical aspects of a problem a situated in a real-world context.
b) Identifying information presented in the form of a pie chart.
2) Use, in this aspect what the MR subject do, namely:
a) Devising and implementing strategies for finding mathematical solutions.
b) Use various numbers or symbols related to basic mathematics, namely subtraction, multiplication, percentages.
3) Interpret, in this aspect what theMR subject, namely:
a) Interpreting a mathematical results back into real-world contexts.
b) Interpreting analysis results to make predictions and make decisions.
4) Communicate, in this aspect what the MR subject does, namely:
a) Communicate the decisions obtained in accordance with the context based on the results of the interpretation.
b) Express ideas in various forms both orally, in writing and in other visual forms.
2. Impulsive Students (MI) in Solving Problems in the Context of Covid-19
Access, Use Interpret, Communicate
Use, Interpret, Communicate Access
Interpret, Communicate
Use, Interpret, Communicate Access
Researchers obtained data numeracy of impulsive subject (MI) in the context of Covid-19 based on the results of the numeracy test and interview. Thus, the researcher concludes as follows.
1) Access, in this aspect, what the MI subject do, namely:
a) Identifying the mathematical aspects of a problem a situated in a real-life context.
b) Identifying information presented in the form of a pie chart.
2) Use, in this aspect what the MI subject do, namely:
a) Be able to devising and implementing strategies for finding mathematical solutions.
b) Not being able to use various numbers or symbols related to basic mathematics, namely subtraction, multiplication, percentages.
3) Interpret, in this aspect what the MI subject do, namely:
a) Lack of ability to interpreting a mathematical results back into the real-world context.
b) Lack of ability to interpreting analysis results to make predictions and make decisions.
4) Communicate, in this aspect what the MI subject do, namely:
a) Not being able to communicate decisions obtained in accordance with the context based on the results of their interpretation.
b) Express ideas in various forms both orally, in writing and in other visual forms.
Discussion
This study aims to describe the numeracy of junior high school students in solving questions in the context of Covid-19 in terms of reflective and impulsive cognitive styles. Student numeration in this study was seen from four aspects, namely access, use, interpret and communicate.
Reflective subject (MR) on aspects of access to information needed in solving problems, which are carried out by the subject, namely (1) identifying the mathematical aspects of a problem a situated in a real-world context; and (2) identifying information presented in the form of a pie chart. This finding is supported by the research of Warli & Nofitasari (2021) which states that "reflective students can recognize ideas in mathematics". This opinion states that students with a reflective cognitive style can recognize or identify ideas in mathematics.
In the aspect of use, this aspect is what MR subjects do, namely (1) devising and implementing strategies for finding mathematical solutions and (2) using various numbers or symbols related to basic mathematics, namely subtraction, multiplication, percentages. This finding is supported by the research of Warli & Nofitasari (2021) which states that "reflective students were able to use ideas to make mathematical models in solving problems well". This opinion states that students with a reflective cognitive style are able to use mathematical ideas to solve problems well.
In the interpret aspect, this aspe ct is carried out by MR subjects, namely (1) interpreting a mathematical results back into the real-world context and (2) interpreting analysis results to make predictions and make decisions. This finding is supported by the results of Warli & Nofitasari's research (2021) which states that "reflective students were able to interpret real-life problems into mathematical models". This opinion states that students with a reflective cognitive style are able to interpret everyday problems into a mathematical context.
In the communicate aspect, this aspect is what the MR subject does, namely (1) communicate the decisions obtained in accordance with the context based on the results of their interpretation and (2) expressing ideas in various forms both orally, in writing and in other visual forms. This finding is supported by the research results of Fajriah, Mulyono & Asikin (2019) which states that "students with reflective cognitive style were able to master communication and argumentation to solve problems".
This opinion states that students with a reflective cognitive style are very good at communicating and conveying ideas to solve problems.
The subject is impulsive (MI) in the aspect of access to information needed in solving problems, which is carried out by the subject, namely (1) identifying the mathematical aspects of a problem a situated in a real-world context; and (2) able to identifying information presented in the form of a pie chart. This finding is supported by the research of Warli & Nofitasari (2021) which states that
"reflective students can recognize ideas in mathematics better than impulsive students". This opinion states that students with an impulsive cognitive style are not better than students with a reflective cognitive style in recognizing or identifying ideas in mathematics TLI subjects were able to identify some information but on the other hand also had errors in identifying some of the information so that they were categorized into less able to identify.
In the aspect of use, this aspect is carried out by the MI subject, namely (1) devising and implementing strategies for finding mathematical solutions and (2) not being able to use various numbers or symbols related to basic mathematics, namely subtraction, multiplication, percentage . This finding is supported by the research of Warli & Nofitasari (2021) which states that "impulsive students are less able to use ideas to make mathematical models". This opinion states that students with an impulsive cognitive style are less able to use mathematical ideas properly.
In the interpret aspect, this aspect is carried out by MI subjects, namely (1) less able to interpreting a mathematical results back into the real-world context and (2) less able to interpreting analysis results to make predictions and make decisions. This finding is supported by the results of Warli &
Nofitasari's research (2021) which states that "impulsive students were less able to interpret real-life problems into mathematical models". This opinion states that students with a reflective cognitive style are less able to interpret everyday problems in a mathematical context.
In the communicate aspect, this aspect is what the MI subject does, namely (1) being less able to communicate decisions obtained accordance with the context based on the results of their interpretation and (2) expressing ideas in various forms both orally, in writing and in other visual forms. This finding is supported by the results of Nur and Rini's research (2020) which state that students' abilities in the impulsive cognitive style can be said to be not fluent because they have stuttering in their pronunciation.
CONCLUSIONS AND SUGGESTIONS
Reflective students (MR) on the access aspect, identify the mathematical aspects of a problem a situated in the real-life context of the problem in detail and identify the information presented in the form of a pie chart on the problem which can be seen from the results of working on the numeracy problem. In the use aspect, reflective students devising and implement statistical strategies for finding mathematical solutions correctly and use various numbers or symbols related to basic mathematics, namely subtraction, multiplication, percentages, which can be seen from the results of working on numeracy questions. In the interpret aspect, reflective student interpret mathematical results back into the real-world context correctly and interpret the results of the analysis to make predictions and make correct decisions as can be seen from the results of working on numeracy problems. In the communicate aspect, reflective students communicate decisions obtained in context based on the results of their interpretation correctly and express ideas in various forms both orally and in writing slowly but straightforwardly seen from answering interviews.
Impulsive students (MI) in the aspect of access, correctly identify the mathematical aspects of a problem a situated in a real-life context in the problem and correctly identify the information presented in the form of a pie chart in the problem as seen from the results of working on the numeracy problem.
In the aspect of use, impulsive students design and implement statistical strategies to find correct
mathematical solutions, but impulsive students do not use various numbers or symbols related to basic mathematics, namely subtraction, multiplication, percentages, which can be seen from the errors in counting, which can be seen from the results of working on numeracy questions. In the interpret aspect, impulsive students do not correctly interpret the results of mathematics back into the real world context and do not interpret the results of the analysis to make predictions and make decisions correctly as can be seen from the results of working on numeracy problems. In the communicate aspect, impulsive students do not communicate decisions obtained according to the context based on the results of their interpretation correctly and express ideas in various forms both orally and in writing hesitantly and haltingly seen from answering interviews.
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