Numeracy Literacy Ability in Learning Mathematics Viewed from High Learning Independence

Abstract

The purpose of this research is to describe the ability of numeracy literacy in terms of student learning independence. This research method is qualitative with the type of phenomenological research . The subjects of this study consisted of six subjects, each of which was two independent learning students, high, medium and low. Data collection in this study used self-learning questionnaire sheets, numeracy literacy ability test sheets and interview sheets. Data analysis techniques are data reduction, data presentation, and data verification . The results showed that students with high and moderate learning independence were able to apply the three indicators of numeracy literacy, but students with moderate learning independence had little difficulty. Meanwhile, students with low learning independence have not been able to apply the three indicators in a sense that they still need a lot of guidance, both from the school, from their parents, or the surrounding environment. Factors that influence mathematical numeracy literacy abilities in terms of learning independence in fractional material are generally influenced by internal factors, namely factors from the students themselves, namely the lack of ability to understand, accept, or digest subject matter, students have difficulty planning strategies in solving problems.