Developing students’ mathematical literacy through DAPIC problem solving process

Abstract Students’ ability to formulate, use and interpret mathematics in various contexts is called mathematical literacy ability. Hence, the purpose of mathematics learning is not only to make students able to use and apply mathematical knowledge in solving real-world problems or situations, but also to develop students’ mathematical literacy. The process of problem solving is carried out through five stages, namely defining, evaluating, planning, implementing and communicating. These five stages are known as the DAPIC problem solving process. The development of students’ mathematical literacy can be done through the DAPIC problem solving process. In this current experimental research, learning activities were developed by using lesson study analysis and synthesis and the DAPIC problem solving process. 64 of eighth grade students from junior high school were taken as subjects of study. There were five steps done by researcher in developing learning activities, namely (1) posing problems in real life contexts, (2) solving problems either individual or in group, (3) presenting and discussing student’ works, (4) developing formal mathematics, and (5) applying mathematical knowledge. The experimental group was given treatments of learning activities based on learning plans developed by researcher, while the control group was given learning activities based on traditional learning plans. Data on students’ mathematical literacy ability were obtained through mathematical literacy tests. Based on the results of the study, it can be evidenced that the mathematical literacy ability of students in the experimental class were higher than the mathematical literacy ability of those were in control class.