A.R. Dewi, D.B. Widjajanti
This study examines whether the scientific approach based on the theory of multiple intelligence implemented online was effective in terms of mathematical literacy skills and students' self-confidence. This experiment was designed with: One-Shot Case Study to obtain data about students' mathematical literacy abilities and One-Group Pretest-Posttest to obtain data about students' self-confidence. This study's population was 8th-grade students at SMP Negeri 10 Yogyakarta in the 2019/2020 academic year, while the research sample was students in 8 B class. The research instruments were questions of mathematical literacy skills and a student self-confidence questionnaire. Both of these instruments are valid and reliable. There are four criteria for effectiveness: (1) The mathematical literacy test's average final score was more than 70 (out of a maximum score of 100). (2) The proportion of students who scored more than 70 was more than 75%. (3) The average final self-confidence score was more significant than the average initial self-confidence score. (4) The mean final self-confidence score was more than 272 (this is the minimum score for the "good"category). Using a significant level of 0.05, the scientific approach based on the multiple intelligence theory implemented online was effective in terms of the mathematical literacy skills of grade 8 students at SMP Negeri 10 Yogyakarta on the topic of Statistics. However, this approach is not effective in terms of student self-confidence. This ineffectiveness is due to interactions, time, and conditions. To carry out an MI-based scientific approach in online mathematics learning, teachers need to pay attention to several things, such as student readiness, both in the technological and psychological aspects. © 2022 Author(s).
Department of Mathematics Education, Yogyakarta State University, Yogyakarta, Indonesia
