PRAGMATISME DALAM LITERASI MATEMATIS: PEMBELAJARAN YANG STATIS VS KETERAMPILAN YANG TERUS BERKEMBANG
DOI:
https://doi.org/10.32534/jsfk.v18i2.6708Abstract
Mathematical literacy often focuses on abstract concepts, neglecting their application in real-life contexts meaningful to students. This limitation hampers students' ability to use mathematics to solve everyday problems. Grounded in pragmatism philosophy, which views knowledge as dynamic and shaped by experience, this study explores how mathematical literacy can be developed as an adaptive skill connected to real-world challenges. Through a literature review of pragmatism theories and mathematical literacy practices, the research highlights the potential of pragmatism to enrich mathematical literacy education. Findings suggest that integrating pragmatism fosters a more meaningful learning experience by emphasizing the application of mathematical concepts in daily life. This approach transforms mathematical literacy from merely understanding theories into a practical skill adaptable to evolving real-world needs. The study recommends incorporating pragmatic strategies, such as Problem-Based Learning (PBL), into curricula to align mathematical literacy with contemporary demands and encourages institutions to provide regular training on such methods to enhance students’ competencies.
Literasi matematika sering kali berfokus pada konsep-konsep abstrak, sehingga kurang memperhatikan penerapannya dalam konteks kehidupan nyata yang relevan bagi siswa. Keterbatasan ini menghambat kemampuan siswa untuk menggunakan matematika dalam memecahkan masalah sehari-hari. Berlandaskan filsafat pragmatisme yang memandang pengetahuan sebagai sesuatu yang dinamis dan dibentuk oleh pengalaman, studi ini mengeksplorasi bagaimana literasi matematika dapat dikembangkan sebagai keterampilan adaptif yang terhubung dengan tantangan dunia nyata. Melalui tinjauan pustaka terhadap teori-teori pragmatisme dan praktik literasi matematis, penelitian ini menyoroti potensi pragmatisme dalam memperkaya pembelajaran literasi matematika. Temuan menunjukkan bahwa integrasi pendekatan pragmatisme dapat menciptakan pengalaman belajar yang lebih bermakna dengan menekankan penerapan konsep matematika dalam kehidupan sehari-hari. Pendekatan ini mengubah literasi matematika dari sekadar pemahaman teoretis menjadi keterampilan praktis yang adaptif terhadap kebutuhan dunia nyata yang terus berkembang. Studi ini merekomendasikan penerapan strategi pragmatis, seperti PBL, ke dalam kurikulum untuk menyelaraskan literasi matematika dengan tuntutan zaman, serta mendorong institusi pendidikan untuk menyediakan pelatihan rutin mengenai metode tersebut guna meningkatkan kompetensi siswa.
Keywords:
Pragmatism, Mathematical Literacy, Problem-Based LearningReferences
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Rehman, N., Zhang, W., Mahmood, A., Fareed, M. Z., & Batool, S. (2023). Fostering twenty-first century skills among primary school students through math project-based learning. Humanities and Social Sciences Communications, 10(1), 1–12. https://doi.org/10.1057/s41599-023-01914-5
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Velez, A. J. B., Dayaganon, D. G. F., Robigid, J. C., Juzanni, D., Villegas, J. P., & Gomez, D. O. (2023). Mathematical Concepts in a Private Higher Education in. Davao Research Journal, 14, 45–54. https://www.pnas.org/doi/pdf/10.1073/pnas.1505329112
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Boaler, J. (1993). The Role of Contexts in the Mathematics Classroom: Do they Make Mathematics More “Real”? For the Learning of Mathematics, 13(2), 12–17. https://doi.org/10.1007/978-94-007-4978-8_104
Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41–62. https://doi.org/10.2307/749717
Botty, H. M. R. H., Shahrill, M., Jaidin, J. H., Li, H.-C., & Chong, M. S. F. (2016). a Stu Udy O on Es N of Cera Al Fat T and D Its Meta Abol Nd Cl Elat Tes in Met S Drom Me. International Research in Education, 4(2), 34–47.
Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222–237.
Ghani, U., Zhai, X., & Ahmad, R. (2021). Mathematics skills and STEM multidisciplinary literacy: Role of learning capacity. STEM Education, 1(2), 104–113. https://doi.org/10.3934/steme.2021008
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Kementerian Pendidikan dan Kebudayaan. (2017). Materi Pendukung Literasi Numerasi. In Kementerian Pendidikan dan Kebudayaan.
Kurniati, D., & Jailani, M. S. (2023). Kajian Literatur : Referensi Kunci, State Of Art, Keterbaruan Penelitian (Novelty). Jurnal QOSIM Jurnal Pendidikan Sosial & Humaniora, 1(1), 1–6. https://doi.org/10.61104/jq.v1i1.50
Laine, C. E., & Mahmud, M. S. (2022). The Influence of Problem-Based Learning (PBL) on Mathematics Learning: Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 11(3). https://doi.org/10.6007/ijarped/v11-i3/15033
Lehn, D. vom, Ruiz-Junco, N., & Gibson, W. (2021). The Routledge International Handbook of Interactionism. Routledge.
Llorente, H. M. C., & Tado, P. P. (2024). The Mediating Effect of Problem-based Learning on the Relationship between Technology Integration and Student Engagement in Mathematics. Asian Journal of Education and Social Studies, 50(4), 54–69. https://doi.org/10.9734/ajess/2024/v50i41310
Lubis, M. U., Siagian, F. A., Zega, Z., Nuhdin, N., & Nasution, A. F. (2023). Pengembangan Kurikulum Merdeka Sebagai Upaya Peningkatan Keterampilan Abad 21 Dalam Pendidikan. ANTHOR: Education and Learning Journal, 2(5), 691–695. https://doi.org/10.31004/anthor.v1i5.222
Maddux, H. C., & Donnett, D. (2015). John Dewey’s Pragmatism: Implications for Reflection in Service-Learning. Michigan Journal of Community Service Learning Spring, 21, 64–73.
Masitoh, L. F. (2019). the Effectiveness of Problem Based Learning (Pbl) Approach Viewed From the Students’ Mathematical Creative Thinking Ability. JPMI (Jurnal Pendidikan Matematika Indonesia), 4(2), 47–52. https://doi.org/10.26737/jpmi.v4i2.699
NCTM. (2000). Principle and Standards for School Mathematic. Reston, VA.
Neville, A. J. (1999). The problem-based learning tutor: Teacher? Falicitator? Evaluator? Medical Teacher, 21(4), 393–401.
Nidawati, N. (2022). Keterkaitan dan Implikasi Pragmatisme dalam Pendidikan. Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam, 12(2), 423. https://doi.org/10.22373/jm.v12i2.14782
Nisa’, K., Nasrullah, A., Hidayat, A., Mahuda, I., & Bhat, I. A. (2023). Problem-Based Learning in Improving Problem-Solving Ability and Interest in Learning Mathematics: An Empirical Study. International Journal of Mathematics and Mathematics Education, 1(3), 206–217. https://doi.org/10.56855/ijmme.v1i3.725
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Nurwahid, M., & Ashar, S. (2022). A Literature Review: Efforts to Overcome Student’s Mathematical Literacy. Jurnal Eksakta Pendidikan (Jep), 6(2), 214–221. https://doi.org/10.24036/jep/vol6-iss2/666
OECD. (2023a). PISA 2022 Results Factsheets Indonesia. OECD (Organisation for Economic Co-Operation and Development) Publication, 1–9. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html
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Ojose, B. (2011). Mathematics literacy : are we able to put the mathematics we learn into everyday use? Journal of Mathematics Education, 4(1), 89–100.
Omiralievna, M. B. (2024). Development and Cultivation of Mathematical Literacy: A Pedagogical Perspective. Eurasian Science Review An International Peer-Reviewed Multidisciplinary Journal, 2(4), 93–99. https://doi.org/10.63034/esr-55
Pillai, S. P. M., Galloway, G., & Adu, E. O. (2017). Comparative Studies of Mathematical Literacy/Education: A Literature Review. International Journal of Educational Sciences, 16(1–3), 67–72. https://doi.org/10.31901/24566322.2017/16.1-3.09
Pourshafie, T., & Murray-Harvey, R. (2013). Facilitating problem-based learning in teacher education: getting the challenge right. Journal of Education for Teaching, 39(2), 169–180. https://doi.org/10.1080/02607476.2013.765190
Putranto, S., & Ratnasari, G. I. (2022). Why I Am Confused To Apply Mathematics Concept: Student Perspective of Mathematics Role in Life. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(1), 538. https://doi.org/10.24127/ajpm.v11i1.4534
Putri, D. A., & Widjajanti, D. B. (2019). Improving Students’ Mathematical Literacy Skills Through Multiple Intelligences Approach in Problem Based Learning. Journal of Physics: Conference Series, 1397(1). https://doi.org/10.1088/1742-6596/1397/1/012094
Rai, P. C., & Lama, R. (2020). Pragmatism and Its Contribution To Education. International Journal of Creative Research Thoughts, 8(3), 2320–2882. www.ijcrt.org
Rehman, N., Zhang, W., Mahmood, A., Fareed, M. Z., & Batool, S. (2023). Fostering twenty-first century skills among primary school students through math project-based learning. Humanities and Social Sciences Communications, 10(1), 1–12. https://doi.org/10.1057/s41599-023-01914-5
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Serin, H. (2023). The Significance of Mathematical Literacy in Today’s Society. International Journal of Social Sciences & Educational Studies, 10(2), 396–402. https://doi.org/10.23918/ijsses.v10i2p396
Sharma, R. N. (2002). Textbook of educational philosophy. KANISHKA PUBLISHERS, DISTRIBUTORS.
Velez, A. J. B., Dayaganon, D. G. F., Robigid, J. C., Juzanni, D., Villegas, J. P., & Gomez, D. O. (2023). Mathematical Concepts in a Private Higher Education in. Davao Research Journal, 14, 45–54. https://www.pnas.org/doi/pdf/10.1073/pnas.1505329112
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