Chapter 2: Literature Review
2.9 Related Studies
2.9.1 Related Studies on MEP
connecting it to other important aspects of students' lives, will support their motivation to learn. The focus of this study is on two main scales namely-- intrinsic goal orientation and extrinsic goal orientation. The items were selected and modified from the scales of intrinsic and extrinsic motivation in the MSLQ questionnaire (Pintrich et al., 1991).
students in Indonesia. The contextual approach was applied to the experimental group of 33 students in the eighth grade, while 27 students in the eighth grade received conventional learning in the control group. The results showed that the acquisition of the experimental class posttest was higher than the control class. Similarly, Laurens, Batlolona, Batlolona and Leasa (2018) applied quasi-experimental research to investigate the difference in students’ mathematics cognitive achievement after implementing Realistic Mathematics Education (RME) on a group of students, while another group receives conventional learning. The results confirmed the previous research by Nuurjannah and Sayoga (2019), the students who were taught with RME achieved better than the students who were involved in conventional learning.
Contextual teaching and learning can be applied through problem-based learning (PBL). To study the effectiveness of PBL versus traditional learning, various studies were performed to compare the two. For example, Wardono, Waluya, Mariani, and Candra (2016) investigated the effect of the PBL model using the Indonesian Realistic Mathematics Education (PMRI) approach that is in line with PISA mathematical literacy. Their research aimed to verify whether their model could improve the mathematical literacy ability of 7th graders in “Change and Relationship”
content. The research applied a mixed-method study. Random sampling was applied to choose two experimental classes where the PBL with PMRI approach assisted E- learning was used for the first class, while the second used PBL only with the PMRI approach and the third class was the control class that used the expository method.
They used documentation, tests, and interviews to collect data. The results of this study showed that the average mathematical literacy ability for both experimental classes was better than the control group. Moreover, the class that assisted in e-learning achieved the best improvement in mathematical literacy ability.
In another study by Firdaus, Wahyudin and Herman (2017), PBL was used to improve the mathematical literacy of fifth-grade students. The research approach used was a quantitative approach using a quasi-experimental method nonequivalent groups design pretest-posttests. The results of this study indicated that the PBL was more effective in improving students' mathematical literacy model than direct instruction.
Moreover, no effect was found for the school's location on students' mathematical literacy.
Dolmans, Loyens, Marcq and Gijbels (2016) reviewed twenty-one studies dealing with PBL and students’ approaches to learning to investigate the effect of PBL on students’ deep and surface approaches to learning. The results indicate that deep learning was improved by PBL with a small positive average effect size of 0.11 and the positive effect was found in eleven studies, no effect on six studies, and a negative effect of four studies on deep learning. The review showed that no effect for PBL on surface learning with a very small effect size of 0.08 where eleven studies show no effect, six with a negative effect, and four show an increase in the surface approaches.
To improve the students’ mathematical literacy, Dewantara, Zulkardi, and Darmawijoyo (2015) conducted a study that aimed to produce PISA like mathematics tasks that are valid and practical. Then they focused on the activation of students' mathematical abilities underlying mathematical processes related to mathematical literacy as the main potential effect of the developed PISA-like tasks. Data were collected from a study sample of 28 students from seven students using student tests and interviews. The findings of this study indicated that the 10 developed items of PISA- like are most likely to enhance students' mathematical literacy within three mathematical processes. Moreover, the highest percentage of students' achievement in
interpreting tasks was more than employ and formulate. In the same vein, Nizar, Putri, and Zulkardi (2018) also aimed to produce valid and practical PISA-like mathematical problems on the content of uncertainty and data using football and table tennis contexts in the 2018 Asian Games. Another aim of this study was to find the effect of these problems on the mathematical literacy of tenth-grade students. Data were collected using a walkthrough, document, observation, interview, and test methods. The results of this study indicated that these problems had the potential effect, showing the capability of communication and representation as revealed by a sample of 33 students of field test responses. Other similar studies on uncertainty and data by Efriani, Putri, and Hapizah. (2019) and Putri and Zulkardi (2020) also supported the same results.
Another research by Ahyan, Zulkardi and Darmawijoyo (2014) produced PISA like problems that are valid and practical in the content of change and relationships and has potential effect for Junior High School students. The researchers developed and implemented 13 problems. The results showed that 12 of the developed mathematical problems were valid, practical, and had potential effects for Junior High School students.