LITERASI STATISTIKA SEKOLAH DASAR DALAM PRAKTIK: TANTANGAN GURU DAN STRATEGI PEMBELAJARAN KONTEKSTUAL
https://doi.org/10.31100/histogram.v10i1.4607
Keywords:
Statistical Literacy, Statistics Learning, Elementary School TeachersAbstract
ABSTRAK
Penelitian ini bertujuan menganalisis tantangan guru serta strategi penguatan literasi statistika pada siswa sekolah dasar. Literasi statistika merupakan bagian penting dari numerasi yang mencakup kemampuan membaca, menginterpretasi, dan menalar data, namun implementasinya di kelas masih belum optimal. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek guru kelas V dan 17 siswa di SD Muhammadiyah Pati. Data dikumpulkan melalui observasi pembelajaran, wawancara mendalam, dan dokumentasi, kemudian dianalisis secara interaktif melalui reduksi, penyajian, dan penarikan kesimpulan, serta diuji dengan triangulasi. Hasil penelitian menunjukkan bahwa sebagian besar siswa telah mampu membaca dan menyajikan data sederhana, tetapi masih mengalami kesulitan dalam menginterpretasi dan menarik kesimpulan berbasis data. Untuk mengatasi hal tersebut, guru menerapkan strategi berupa penggunaan data kontekstual, pengumpulan data sederhana, pemanfaatan media konkret, dan diskusi kelompok. Strategi ini meningkatkan keterlibatan siswa dan pemahaman awal literasi statistika, meskipun kemampuan penalaran data belum berkembang optimal. Penelitian ini menegaskan pentingnya pembelajaran statistika yang kontekstual serta peningkatan kompetensi guru dalam mendukung penguatan literasi statistika siswa.
ABSTRACT
This study aims to analyze the challenges faced by teachers and the strategies implemented to strengthen statistical literacy among elementary school students. Statistical literacy is an essential component of numeracy, encompassing the ability to read, interpret, and reason with data; however, its implementation in classrooms remains suboptimal. This study employed a descriptive qualitative approach involving a fifth-grade teacher and 17 students at SD Muhammadiyah Pati. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed interactively through data reduction, data display, and conclusion drawing, with validity ensured through source and method triangulation. The findings indicate that most students are able to read and present simple data, but still experience difficulties in interpreting data and drawing data-based conclusions. To address these challenges, the teacher implemented strategies such as the use of contextual data, simple data collection activities, the use of concrete media, and group discussions. These strategies positively impacted student engagement and initial understanding of statistical literacy, although data reasoning skills have not yet developed optimally. This study highlights the importance of contextual statistical learning and the need to enhance teacher competence in supporting the development of students’ statistical literacy.
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