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Computer Science
Psychology

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Paper—VR Use in Online Learning for Higher Education in Indonesia VR Use in Online Learning for Higher Education in Indonesia

This research leads to the object of learning in network-based learning programs application of the use of VR in online learning for students in Higher EducationThis research is located in the Education Technology study program, Universitas Negeri Jakarta, Indonesia. This study focuses on learning theories, learning methods and learning models used in technology to improve learning outcomes in class. This method used explanatory sequential mixed methods research. Field trials were conducted for students, with a total of 12 students and field trials would be conducted for students with a total of 30 people in 2018. Data collection through interviews of 15 students and 3 lecturers for 40 minutes. The results showed that using VR can foster motivation to learn to develop student skills in simulating learning models and learning can be efficient and effective. VR can also enhance students for teaching practices and train students to innovate learning models used in technology. Keywords—VR, online learning, higher education

Introduction
Learning technologists can see great opportunities in placing their knowledge in learning and creating. Ultimately, learning technology makes a real contribution in facilitating learning [1]. Changes in the wider community have significantly changed learning needs [2]. So that graduates who are unable to adapt will be crushed by the times and also left behind in the midst of the hustle and bustle of the world of modern education. Based on John Dewey in Smith and Abrams [3] learning and achievements was fluid and moving. That's why they changed from day to day and from hour to hour. In this era of technologies such as VR environments allowed us to create and validate the representative environment [4]. Indonesia has an educational institution that focused on producing teachers. One of an educational institution is Universitas Negeri Jakarta. Based on the regulation in Indonesia No.14 year 2005 about teacher and lecture and the regulation Minister of Education and Culture No. 16 year 2007 about academic qualification and professional teacher competences the purpose of education in the education study program is graduate preparation who has skill in scientific fields with hard skill and academic values such as creative, innovative, pro-fessional, confident and polite. Curriculum development of Universitas Negeri Jakarta as one of the Teacher Training Institution called LPTK including study program curriculum. The LPTK (Teacher Training Institution) also focused on the structuring terms of the group coherence of general subjects, primary education subject in knowledge revitalization and skill and then the other subject is considered to be able to strengthen superior and innovative soft skills and personality. According to Alessi and Trollip [5] learning by using Information and Communication Technology (ICT) has many advantages. The development of ICT has made a new paradigm in learning. Therefore learning was previously done conventionally by studying in the classroom and teacher center become enriched with use technology in the learning process. Based on Lekhraj and Mehra [6] the need for ICT in the educational area cannot be exaggerated, and it has greatly influenced the learning and teaching experience institutions such as University or College. ICT in higher education has intensely reformed learning and teaching processes [7]. Therefore the term ICT is now also used to refer to the convergence of audio-visual and telephone networks with computer networks through a single cabling or link system. As we know ICT as a powerful collection of elements which include computer hardware, software, telecommunication networks, workstations, robotics and smart chips, which is also at the root of information systems [8]. Also, ICT in learning can encourage communication, creativity and make the knowledge or learning material presented in the form of verbal and visual can provide more extended memory.
In Indonesia, ICT already has a regulation. Since 2012 the Minister of Education and Culture has the regulation No. 24 year 2012 about the implementation of Distance Education in Higher Education in formal legality covers the implementation of online learning. That is because online learning is essentially categorized as distance learning. According to Minister of Education and Culture No.109 Year 2013 about the implementation of distance education in higher education which is states that distance education can be held within the scope of study programs or courses. Therefore students' have access to modern and flexible learning environments that are individual facilities and collaborative learning [9]. They participated in the academic community where technology is integrated into active and varied methods for teaching and assessment and also provide students' with advanced academic and digital qualification. In order to design learning using digital technology, educators need to be aware of the types of technology available for education and the abilities they have [10]. Educational technology in this context is considered the implementation of relevant tools and processes that improve teaching practices and facilitate increased learning. The interactive of technology that combines the real world and the virtual world is VR [11]. The development of VR technology is not only become markers as a place to bring up 3D objects but already entered into the mobile world [12]. Develop VR use game engine technology in the form of Unity 3D [13]. It can combine various multimedia technologies into one platform. Meanwhile, unity 3D can be updated if there is a change [14].

VR as a Simulate Reality
Mobile VR can develop a virtual laboratorium for the subject of digital engineering in Malaysia [15]. VR has soared all aspects of life and is projected to experience significant development in the future. VR also the interactive three-dimensional computer environment that simulates reality and useful for simulation and off-line programming to improve training students' [16]. In the other side, VR improving communication skills in children with autism and effectiveness of immersive it in motivating the autistic [17].According to Judy and Jean [18], the combination of hardware and software that together creates a three-dimensional or 3D digital environment and users can interact. VR is a medium with tremendous potential. The ability to be transported to other places, to be fully immersed in experiences, and to feel like there present opens up unimagined ways to interact and communicate [19]. VR is the computergenerated simulation of a 3D environment, which seems very real to the person experiencing it, using special electronic equipment. The objective is to achieve a strong sense of being present in the virtual environment [20]. The use of a virtual environment offers the experience of visiting a place or an object in detail [21]. VR can cover various types of digital creations, ranging from various forms of multimedia, 3D reconstruction and so on [22]. Larsen, Oestergaard, Ottesen and Soerensen in [23] explained about VR used widely in medical training. Segura and Gracia [24] also researched about intradialytic VR exercise to increasing physical activity through technology. In the other side, Cabrero, et.al [25] was developed VR as a learning tool in sociodemographic profile. VR research related always innovative such as the integration of properties of VR by Edgar Serna [26].
The development of a mobile virtual guide utilizes a location-based VR approach which is a combination of location-based service technology and augmented reality [27]. VR technology has a part that we often call virtual tours because it has elements from VR is virtual navigation of landscapes that exist in the real world [28]. Several previous studies have been carried out by several researchers relating to VR technology first done by Xisong Dong [29], entitled VR in Classroom: An Exploration of Hardware, Management, Content, and Pedagogy. The background is the development of various new learning models to improve the efficiency and quality of teaching and learning. Among them is the emergence of technology, VR in the rapidly developing and most enchanting class with various subversive advantages. This study solved the integration of the entire VR class, including composition, scene design that is various disciplines and its main advantages. In case studies on geography, learning is provided to show strengths and strong potential. VR has attracted the attention of both industry and education. VR Simulation: Using three-dimensional technology to teach nursing students This research is motivated by the use of rapidly evolving computerized technology in the nursing class [30]. One of them is the use of VR simulations that can simulate the condition of patients in real life in a risk-free artificial environment, make it possible to do repetitive exercises, expose students to simulations with diverse patient conditions, provide immediate, quick and easy feedback.
The results of the study describe the importance of VR simulation as one of the online learning strategies. Simulations presented with VR are also able to increase students' knowledge of intravenous catheter insertion procedures. Students have various learning experiences that can connect directly with supporting literature and can offer quick feedback to students in the event of a procedural error. Therefor current educational institutions use in online learning environment are basically based on individual development [31]. Based on the two previous studies, it appears that there is no link between the learning of VR objects and online learning, and no one has discussed the development of learning VR objects such as those suitable for simulation and tutorial approaches, strategies and effective learning methods. For this reason, the focus is on learning VR objects for online learning that are used in lecture activities in the subjects of Theory of Study and Learning at Jakarta State University. In this study, the developing of VR is a technology that enables one to simulate methods, strategies and learning approaches contained in theory of study and learning courses by using VR devices that are able to evoke a three-dimensional atmosphere (3-D) so as to make students seem to be physically involved in the existence of the class, see the classroom environment and carry out activities that mimic the atmosphere in the real classroom with the addition of 360 ° technology, allowing students to observe the classroom like real. Whereas for web-based learning content in a web browser (not just activities), and actual learning materials are delivered in web format. In this, web-based learning is analogous to textbooks, where the content determines whether a book is a novel, a report, or a textbook [32].

Explanatory Sequential for VR
The models for this research are explanatory sequential mixed methods. In this online learning program is in the form of tutorial videos and simulations on material approaches, strategies and learning methods that are packaged using VR with the help of cardboard (VR glasses) [33]. All VR are integrated into modular online learning using the Chamillo Learning Management System (LMS) which is expected to help students gain knowledge and experience in learning materials in the subject of Theory of Study and Learning which is a cluster of Basic Education Courses. Tashakkori & Teddlie [34], said that mixed methods research questions are concerned with unknown aspects. Mixed methods are also referred to as a methodology that provides philosophical assumptions in showing directions or giving instructions on how to collect data and analyze data and the combination of quantitative and qualitative approaches through several phases of the research process. Like the transformative design, the multiphase design is a complex design that builds on the basic convergent, explanatory, exploratory and embedded designs. Multiphase mixed methods designs occur when the team of researchers examines a series of phases or separate studies [37].
According to Plano Clark [37], it consists of first collected quantitative data and then collected qualitative data to help explain to elaborate on quantitative results. For this reason, the researchers decided the initial stage was done by collecting data quantitatively. The researcher surveyed 300 respondents using a closed questionnaire that was validated using a Likert scale and contained ten questions. One-on-one evalua-tions were conducted by researchers with 10 students, field trials were conducted for students, with a total of 12 students and field trials would be conducted for students with a total of 30 people in 2018. The second stage was carried out by collected qualitative data that is worked together with 3 lectures of Theory of Study and Learning and 15 students selected by purposive sampling to conduct interviews for 40 minutes. This student was chosen from 300 respondents who had conducted the survey. In the implementation of online learning, researchers acted as facilitators and admins. This study was conducted on 3 classes that did not use online learning and 3 classes using online learning. The researcher then explained that students would take online learning the time provided for attending this study for 5 meetings. While participating in online learning, they studied the material in each session and work on the questions at the end of each session before being able to continue to study the next meeting material. Student's identities and it was relationship with their engagement in online learning [38]. They studied learning VR objects repeatedly, regulated the speed of their learning in online learning everywhere. After conducted online learning for 5 meetings, researchers evaluated students to find out the effectiveness of the online learning. Learning evaluation refers to the evaluation of the effectiveness of learning presented which consists of four phases, there are reaction, learning, behavior, and results [39]. In this study, evaluation was carried out only until the second phase, there are evaluation of reactions and evaluation of learning. Reaction evaluation aims to find out the feelings of students after participated in learning.
Reaction evaluation is done by giving questionnaires to students; the question indicators for reaction evaluation refer to the indicators developed [39]. Questionnaires was made in the form of an attitude scale whereas learning evaluation is the giving of test questions to students in the form of multiple choices. Based on the results of online learning evaluation, it was program can be said to be effective because achieved with a score of 80 from all learning outcomes and performance tests. When researchers conducted experimental feasibility trials, there were several data in the form of numbers (quantitative data) sourced from questionnaires and test results. The assessment questionnaire for the development of VR material and questionnaires to measure the ability of students to carry out learning simulations as a positive impact of the results after the trial was conducted. Tests are used in two types, there are pretest, and post-test. The pre-test was used to see the ability of students before and posttest conducted after learning using VR for online learning. And each observation sheet and test are given in the small group and field test phases. After collected the questionnaire and test data, then the authors processed according to the method of each calculation. The statistical data processing of questionnaire and test data is used to measure the effectiveness of the results of VR material that has been developed. The following are the results of statistical tests for processing questionnaire and test data in the small step of the group and field tests. The results of the trial phase of small group research on the development of online learningbased on VR. To measure the effectiveness of the results of the development of this VR researchers do not only measure learning outcomes through a comparison of pre-test and post-test, but researchers also measure the level of respondents' satisfaction with the products that have been successfully produced. The respondent's attitude towards the level of satis-faction was measured using a questionnaire at the stage of testing small group and field tests. Each question asked refers to the same indicator.

Results and Discussion
The researcher gave several questions to students about Theory of Study and Learning subject. The following are some of the findings obtained in the field regarding teaching materials, methods, field activities, and others. The main difficulties that students felt about applying approaches, strategies, and methods of learning. Students understood the material while lecturer explained about it. After the lecture is finished the material approaches, strategies and methods of learning that have been learned are forgotten. The habit of students who only studied with a system of memorizing and learning during the test alone is one of the causes of short term memory. In terms of technology, 78 percent of the 300 respondents had facilities to access the internet. More than 96 percent of them have mastered computer applications because on average they have been studied in high school. As many as 89 percents of students often open the internet to look for learning materials. In the last question about the learning model they wanted, there is more than 95 percent of students expecting online learning. The results of the preliminary study show that online learning has been used, the implementation is still constrained by several problems, such as the learning process that runs only as a drop box where uploads of learning materials are considered important so students can download them. Even though there is an interaction between students and passing variable lecturers with the content contained in the class only on the ppt format, pdf or a link to the material for a particular file in the form of an ebook. The finding shows indicate that using VR can be foster motivation to learn, develop students' skill in learning model simulation and learning can be efficient and effective. VR also can improve students' to teaching practice and exercise students' to create innovation learning model used in technology.

Learning virtual object reality to develop students' skill in learning model simulation
To find out the development of students' skills in the learning simulation model of VR, researchers conducted an empirical feasibility trial. There were several data in the form of numbers (quantitative data) sourced from questionnaires and test results. The assessment questionnaire for the development of VR material and questionnaires to measure the ability of students to carry out learning simulations as a positive impact of the results after the trial was conducted. Tests are used in two types, namely pretest, and post-test. The pre-test was used to see the ability of students before and posttest conducted after learning using VR for online learning. Each observation sheet and test are given in the small group and field test stages. After collecting the questionnaire and test data, it is then processed according to the method of each calculation. The statistical data processing of questionnaire and test data is used to measure the effectiveness of the results of VR material that has been developed. The following are the results of statistical tests for processing questionnaire and test data in the small step of the group and field tests.  Based on table 1 of the frequency distribution above, the researcher presents a graph of the shift in the mean value (Xi) to frequency (fi) obtained at the Small group stage as follows: Graphic 1. Shifting Fi against Xi (Middle Value) Pre-Test and Post-Test at the Small Group Stage.

Pre-Test Standard Deviation Post-Test Standard Deviation
From this graph it can be seen that there is a significant difference in the increase in the middle value that is reached with the most frequency distribution. The highest median value of 94.5 was obtained at the post-test stage with a frequency of 2 people while in the pre-test there was none. The peaks of the two lines on the graph are almost the same, that is, at the middle value of 54.5, it shows the middle value that often appears or mode, in the pre-test 5 people and in the post-test 4 people. The highest median value was obtained at the pre-test 54.5 and stopped at a value starting at 64.5, but when viewed post-test, the variation of the median obtained varied up to a value of 94.5. Therefore, from the description, it was concluded that there was a sig- There is a change in a positive direction compared to the results of the pre-test and post-test results. So that this change indicates that the results of the pre-test and posttest trials in the small group stage obtained significantly increased results. This gives the meaning that the results of the testing of network-based development products based on VR at the small group stage are declared effective to use.  Based on graphic 2 above clearly shows a significant or significant difference. There is a shift in the peak on the graph. The top of the chart indicates the middle value that often appears or the mode with the most frequency, meaning the range of the middle value that is mostly obtained by respondents. At the pre-test line the peak value occurs at the middle value of 44.5 while at the post-test the peak occurs at the middle value of 54.5. From the description of the percentage above, it is clear that the results of the pre-test and post-test have significant differences. The significance of the very significant difference in the research on the development of online learning materials based on VR at the Theory of Study and Learning in the Faculty of Education Science, Universitas Negeri Jakarta was seen. Based on the description above, then both the results of the pre-test and post-test conducted during the small group trial and field test trials obtained significant results. Therefore, the researchers concluded that the results of the research on the development of learning VR objects were effective to use. This means that if the reader wants to use the results of this study, this research has been feasible and appropriate to be used mainly for students. Thus the researcher concluded that the respondent's attitude questionnaire towards the results of online learning material based on VR had strengthened the results of the ef-  .I am very interested and happy to use VR as a learning medium for teaching practices in the classroom. Its use is easy, the material is easy to understand. So that I can learn to manage situations in the classroom. A[male] I feel that this VR learning object helps students in the learning process so that in the future it can provide convenience for teaching practices in the classroom. The network-based learning process that provides innovation in online learning is then given the opportunity to implement the material obtained through classroom learning simulations. From the interview results above shows that the trials conducted in the learning process of learning objects based on network VR provide the opportunity for researchers to innovate with the use of VR as a test of the practice of teaching skills for students before directly teaching at school. Positive responses from students showed that VR is a learning media that is innovative and interesting for students. In addition, students can find out the steps for teaching procedures in the classroom before Teaching Skills Practice (TSP) takes place. On the other hand, for students who do not have the courage to teach in the classroom, can use VR as a training tool for practice in the classroom? Following are the results of student questionnaires using VR tools as learning practices. According to the results of the interview, it can be shown that the simulation of the VR based learning model provides a positive attraction to students and lecturers. The above statement also strengthens that VR was highly regarded as a digital resource of limited size that can be reused within several pedagogical activities and strategies [40]. The picture above shows the class situation when students use VR in the learning process simulation. Students use VR tools and start doing teaching exercises in the classroom. This exercise is the goal of Theory of Study and Learning in preparing students to practice teaching in the next semester. From the results of this simulation, lectures and students gave their statements. B [male] I was simulating between products produced with Operation System (OS), compatibility between images, videos and sounds with VR so that the material communicates well. M [female].When I was using VR, the access to learning simulation becomes easier; this learning innovation spurs student motivation, designed that are displayed such as playing online games make it easy to understand the material. L [female] when I was trying some of the tests conducted are by the material studied and VR for online learning increase critical analysis power, it was easy to understand learning the material and balanced the right brain and left the brain. F [male] Students were using one learning material to gain various material knowledge and can replace the real class situation directly. VR was also found to have a very positive impact on mood, and an overall increase in positive emotions and an overall decrease in negative emotions [41]. Based on the above statements, conversely, the other conditions showed a decrease in positive emotions. Moreover, the enjoyment of the important part of student performance [42]. Then from that, VR can develop students' skill in the learning simulation model.

VR can be to foster students' motivation to learn
VR provides convenience to students in conducting the learning process. Definition of a conceptual model consists of units with attributes such as concepts, theoretical constructs and the relationship between attributes and concepts based on theoretical construction [43]. They also added that the conceptual model could not be separated from speculative theories or ideas. Without theoretical input, it is not possible to create a specific and focused reality construction. From the findings, students gave their opinions through the results of the interviews. M [female] VR is by the Theory of Study and Learning because it attracts, I can develop my ability to teach. L [Male] When I was Learning consists of material input in the form of events and figure facts so that I able to understand the concept well. The learning process was a series of processes of transfer of knowledge and transfer of value. Ideally, through this process, the outputs produced by students have knowledge and values in long-term memory. In the learning estuary, nationalism is expected to be born. However, in the reality that exists, currently, there is still a lack of a varied, interesting and enjoyable learning process. The learning strategies using this model have relevance to teacher center learning methods, discussions, tourism works, and role-playing can be held. The application used is file.apk, so when using the Android operating system, it is necessary to install the program first. The products can be applied to independent learning, in class or out of the class. This simulation-based VR is a medium that is used to simulate certain techniques and learning strategies. Because the Theory of Study and learning relate to the concept then, learning VR objects provides convenience in summarizing the material. This was also conveyed by one of the previous respondents. O [Male] I interested in materials and learning activities can be incorporated into VR so that I can improve my skills in making teaching materials. The above display is also one of the materials in VR programs that use online learning. This view explains the program briefly but clearly. So that the response from students to the learning material outlined in VR learning is very clear. X [male]. I thought, in general, the learning tools developed have included learning books, lecturer guidelines, student guidelines, online learning and applications that contain material. From the results above, it can be shown that this learning VR object gives an impression that attracts students in the learning process. Especially to understand the concepts of Theory of Study and Learning. As prospective teachers, they feel that the use of VR is effective and efficient so that students and lecturers can work together. Because the learning process is carried out systematically, students clearly understand the material. Ozan and Majid [44] developed VR in engineering education using A CIM case study. This concept shows that VR is friendly with its use. The VR CIM is a solution to all around world universities. The results of the interviewed data also show that students in experimental groups performed better in two constructs of attitude toward technology as compared to their pre-course performance [45]. A very open learning strategy that asks students to be actively involved facilitates students to engage in multi-purpose interactions, allowing them to think, analyze, and solve problems. This learning strategy can facilitate students to be cooperative, collaborative or compete in a healthy manner if they utilize the learning facilities carried out through this strategy. This learning strategy is expected not only to give positive feedback but to bring up follow-up learning activities that students must do. This strategy also provides a learning experience that is significantly greater than conventional learning. Teachers are easier to assess through this strategy. So it can be concluded that the learning strategy of VR objects for online learning is appropriate and involves students actively and uses detailed activity procedures.

Discussion
The results of the above research show that the existence of VR enhances student skills in teaching practice. Online learning combined face to face and online learning. According to cognitivist Theory of Study in its implications for online strategies states that online learning material must incorporate different learning style activities so that students can choose activities that are appropriate to their learning style tendencies [46]. The concepts can be demonstrated through product learning models through a VR. According to Alessi and Trollip [5], the development of ICT has made a new paradigm in learning. This paradigm can be seen from the results of interviews with students who state that the VR learning model is interesting and enhances learning innovations. These findings also show that the ICT concept revealed by Lekhraj and Mehra [6] has greatly influenced the learning and teaching experience institutions. For this reason, this research embodies the concept developed by Lillejord [9] in having access to modern and flexible learning environments that are individual facilities and collaborative learning. So the goal of constructivism Theory of Study concepts is realized by involving students in meaningful experiences through interaction with objects, phenomena, experiences and their environment by Sharon, Lowther, and Russell [47]. Moreover, the concept is realized through VR use in online learning. This can improve their abilities such as VR simulator developed welding technology skills [48]. Because as we know the future of interpersonal skills development through immersive VR training with virtual humans [49]. The progress of a country's retreat depends on the creativity possessed by the citizen. For that, VR is present to increase student creativity in making learning models. The VR presents an opportunity for learning with real situations [50]. The development of VR material displays phenomena, events or past events, objects in the form of images that have been described above and direct experiences made in the form of VR. The implementation of this learning aims to build and create knowledge by giving the meaning of knowledge based on the experience gained by students [51]. This research also strengthens that VR affects teachers' education [28]. From the results of this study shows the concepts of VR, various types of digital creations, 3D reconstruction and so on [22]. Online education programmed such as VR were good prediction of students' satisfaction [52]. Giving students 'motivation to learn, develop students' skill in learning simulation and learning models can be efficient and effective. VR also can be students improve teaching to practice and exercise students to create innovation learning model use in technology. The motivation that is grown is that students become very enthusiastic in Theory of Study of Study and Learning material. Then, students and lecturers work together to develop their skills in the simulation by using the model by the instructions. So that students who will become teachers have the motivation to train themselves in innovating to create effective and efficient learning models.

Conclusion
VR is often researched by previous researchers. Technology that continues to evolve makes these applications widely used in various countries. The development of VR technology is not only a mark as a place to bring up 3D objects but has entered into the mobile world [12]. For this reason, this research continues to increase its capacity to a better level. Through the use of technologies such as VR and instant communication, students can be more aware of their classmates and can communicate in real time with them. For this reason, this study developed the learning of VR objects used in online learning. The suitability of pictures, material, videos, and supporters of the learning model has a positive impact on students. The findings from quantitative and qualitative shows that the learning model can grow students 'motivation to learn, develop students' skill in learning. Simulation and learning models can be efficient and effective. VR also can be students improve teaching to practice and exercise students to create innovation learning model use in technology. So that research can provide a repertoire of knowledge for students and lecturers in developing VR technology. The implementation of this research is expected to motivate students who have the goal of becoming teachers able to develop their creativity in making learning strategies, learning media and learning models that use technology. Then provide a reference for lecturers to innovate in learning that is creative and attracts students because developing technologies are being used continuously in learning environments. Moreover, VR technology has become one of the tea technologies that experts have often been dwelling on.


VALIDATING THE S-STEM AMONG MALAYSIAN PRE-UNIVERSITY STUDENTS

The purpose of this study is to validate the measure of student attitudes toward science, technology, engineering, and mathematics (S-STEM). This study used the cross-sectional design to employ translation and cultural adaptation as well as providing evidence of the reliability and validity of the S-STEM. The instrument was administered to 748 pre-university students in Penang, Malaysia. Data were analyzed using confirmatory factor analysis (CFA) with AMOS 19.0. Results support S-STEM as a three-factor multidimensional construct, namely attitude towards science, attitude towards technology/engineering, and attitude towards mathematics. All statistics such as factor loadings, average variance explained, construct reliability, evidence of discriminant validity, and goodnessof-fit indices were found to be at acceptable values. These positive results are significant because although the instrument has undergone numerous modifications, such as translation and others, the generalizability of the instrument is still preserved in pre-university Malaysian students. Counselors may administer the instrument to facilitate the choice of courses to enroll at university. The research may utilize the instrument to gather data in providing measures to improve students’ participation in learning STEM. The practical implications, as well as the methodological limitations of the present study, are discussed. © 2020 Science Education Study Program FMIPA UNNES Semarang

INTRODUCTION
It is widely known and generally accepted that mathematics is a valuable subject that is useful in daily life that helps us to perform effectively in society. For the illustration, mathematics allows us to know that we are not overcharged in day-to-day transactions and that the cake we want to bake has the right proportions of flour, sugar, and water. More than that, mathematics is also closely related to other subjects, especially science. Logical thinking and deductive reasoning are the two skills best nurtured in mathematics that are useful in science.
Mathematics and science are irrefutably the most recognized fields of study and have been the driving force in education for a country to thrive. Nevertheless, with the change of the world economy, knowledge and competencies in mathematics, as well as science, are no longer adequate to meet the challenges of the 21 st century. Today's technology and engineering encompass all aspects of life. For example, when doctors need advanced equipment to diagnose or treat patients, computer experts are needed to produce software that can help to accomplish the task. It is how interdisciplinary approaches help to address 21 st -century problems. It is also the main reason that the concept of Science, Technology, Engineering, and Mathematics (STEM) education was introduced, in which engineering and technology were included together with mathematics and science as essential subjects at schools as well as tertiary institutions. STEM was firstly used by the National Science Foundation (NSF) in the United States in 2001 that includes various subjects such as science, mathematics, engineering, and computer science, as well as areas in social sciences like psychology, economics, sociology, and political science. Subsequently, the definition continues to change. For example, Moore et al. (2014) state that STEM elements exist when there is a combination of any two fields in STEM, while according to Breiner et al. (2012), STEM is used to refer to science, technology, engineering, and mathematics interchangeably. However, at present, there seems to be an agreement to define STEM as the field that deals with science, technology, engineering, and mathematics directly. On the other hand, STEM literacy is a necessary construct resulted from researchers' interest in STEM. STEM literacy focuses on knowledge and understanding regarding science, technology, engineering, and mathematics (Reeve, 2015). Other researchers, such as Bybee (2010), quotes that STEM literacy also includes higher-order skills such as the application of STEM knowledge and skills.
Like other countries, Malaysia also strives to strengthen STEM literacy among its students. The national education plan includes (1) increase students' interest in STEM through formal, informal, and non-formal learning approaches, (2) improve teachers' knowledge, skills, and abilities in implementing STEM education through teacher competency enhancement programs; and (3) raising students' and the public's awareness through STEM education campaigns at various levels. Still, the initiatives are not able to gauge student engagement in STEM literacy just as yet, shown by the decline in enrolment among secondary school students in STEM-related stream. For example, the number of students from higher secondary schools graduated in STEM programs is only at 45%. The number certainly does not meet STEM-related labor demands, which is estimated to be at about one million starting in 2020. It should be noted that the trend is not unique for Malaysia. According to Thomas & Watters (2015), western countries, as well as several highincome countries in Asia, also recorded a significant drop in students' interest and motivation toward STEM learning.
There is a growing number of studies that focus on attitude towards STEM globally (Kelley & Knowles, 2016;Wang, 2013;Capobianco et al., 2011). One of the prime reasons is that attitude can contribute to students' learning and success in retaining STEM content (Bell et al., 2009). Unfortunately, in Malaysia, despite the importance of this area of study, research on attitude towards STEM is still scarce. One of the possible reasons is that there is no specific instrument developed for the past. However, recently, Unfried et al. (2015) have successfully developed a comprehensive instrument to measure attitude towards STEM. The instrument, known as the measure of student attitudes toward science, technology, engineering, and mathematics (S-STEM), was developed through rigorous theoretical and methodological procedures as well as using a substantial sample of respondents.
Nevertheless, this promising instrument is still subjected to cross-cultural validation since attitudes are considered as context-specific. Since the S-STEM was developed in the United States, its meaning and measure might be different when tested in other cultures. As such, the purpose of this study is to validate S-STEM as a new instrument of measuring attitude towards STEM.
In addition to the psychometric aspects of the S-STEM, we also investigate the difference in attitude towards STEM between male and female pre-university students. The issue is crucial and has been widely studied (Ceci et al., 2014;Cheryan et al., 2017) without conclusive results. As such, it is essential to (1) ascertain whether the phenomenon exists within the Malaysian preuniversity students, and (2) offer explanations based on existing theories why the disparity is still evident after so many initiatives to reduce the gap have been implemented.

Measuring Attitude towards STEM
S-STEM is an instrument developed to measure students' attitudes toward science, technology, engineering, and mathematics (Unfried et al., 2015). The instrument was developed rigorously by applying multiple theoretical as well as methodological approaches. The development process involves gauging a large number of samples of 4 th to 5 th and 6 th to 12 th -grade students. The developers also employed various methodologies such as content validity ratio, the confirmatory factor analysis, and the structural equation modeling to provide evidence of reliability and validity of the measure. However, being a new instrument, the S-STEM requires more studies in different cultures to provide more substantial evidence on its stability and generalizability in measuring the attitude towards STEM.
Before the S-STEM, several established instruments measuring single STEM subjects were available for use. For example, the Test of Science-Related Attitudes (TOSRA) was widely used in Malaysia by researchers such as Lay & Khoo (2012) who used the scale among pre-service science teachers. The test was also employed in studies related to upper secondary school students in Malaysia, aged 16 to 18 years old, as well as for lower secondary school students aged 13 to 15 years old (Chua & Karpudewan, 2017;Karpudewan & Meng, 2017). However, these studies did not provide adequate evidence of the validity of TOSRA. It is crucial since the reliability and validity of TOSRA across cultures have yet to be established. For example, while Navarro et al. (2016) showed acceptable psychometric properties in the sample of Spanish students, the internal structure of TOSRA was found to be influenced by race/ethnicity (Villafañe & Lewis, 2016).
Concerning the attitude towards mathematics, there is an abundance of instruments used by Malaysian researchers such as the Fennema-Sherman Mathematics Attitude Scale (Naadiah Mohamed & Razak, 2018; Zakaria & Nordin, 2008) and Mathematics Interest Inventory (Wong & Wong, 2019). The 40-item Attitude towards Mathematics Inventory was also widely adapted (Singh et al., 2019;Long & Jiar, 2014). However, these studies also did not present the psychometric properties of the instruments. One might speculate that since the attitude towards mathematics is a context-specific construct, the instrument might demonstrate some deficiencies that might be detrimental to the measurement.
While studies on attitudes towards science and attitudes towards mathematics are abundant, the same cannot be said for the other two components of STEM, namely, technology and engineering. When it comes to technology, documented research is significantly related to information communication technology (ICT) rather than STEM-related technology. Perhaps it is not too fallacious to suggest that the dearth of studies may be attributed to the lack of quality instruments to measure the constructs. Therefore, the development of S-STEM may provide useful insights in understanding students' attitudes towards engineering and technology.

METHODS
The present study employs a cross-sectional research design. The sample of this study consists of 748 pre-university students from a matriculation college in Penang, Malaysia, with 166 males (22.2%) and 582 females (77.8%). The sample represents 61.01% of the total number of students. We used random sampling to collect the data.
In this study, we employed the 26-item of S-STEM (Unfried et al., 2015). Several modifications to the measure have been made in two phases. Firstly, the instrument was translated into the Malay language by engaging a panel of experts consisting of a psychometric lecturer and a psychology lecturer through a back-to-back translation procedure. In this procedure, both experts translated the original version, and their translations were later compared. Subsequently, the consensus was obtained on the final translation draft. Further, a language teacher with more than 20 years of experience examined the draft and provided the researchers with the final translated version of the scale. Both the English and the Malay equivalent are presented in the questionnaire.
During the second phase, several items have been slightly rephrased to suit the Malaysian educational context based on discussions with the language expert. For example, we changed the item "knowing science will help me earn a living" to "I know that my knowledge in science will help me to find a job." Similarly, we changed the item, "I am sure I could do advanced work in math" to "I can solve questions related to high order thinking in mathematics." The S-STEM defines the measurement of the attitude towards STEM as a multidimensional three-factor model consisting of (1) attitude towards science, (2) attitude towards engineering/ technology, and (3) attitude towards mathematics as depicted in Table 1. The attitude towards the technology scale did not exhibit sufficient evidence of content validity based on the content validity ratio statistics. Therefore, the construct was combined with the attitude towards the engineering scale to become a new attitude towards engineering/technology scale (Unfried et al., 2015). In this study, we invited the participants to complete the online questionnaire on the Google platform. The process was done voluntarily. Once started, it takes about ten minutes for the participants to complete the questionnaire. Altogether, it takes about three weeks to gather the responses. The responses were collected and transferred into IBM SPSS 24. Before filling in the questionnaire, a statement that ensures the confidentiality of the data was provided as well.
The validation of the S-STEM was conducted by providing evidence on two critical facets of validity, namely, the convergent and discriminant validity. According to Hair et al. (2013), convergent validity deals with an investigation of whether indicators (items) of a particular construct shared an adequate proportion of variance between them. The authors quote that evidence of convergent validity may be examined in terms of (1) standardized factor loadings (λ), (2) average variance extracted (AVE), and (3) construct reliability (CR). Standardized factor loading indicators correlation between the indicators and the construct. High values of standardized factor loadings indicated that there is a strong correlation, which in turn shows that the indicator is appropriate in measuring the construct. AVE is a measure of whether the group of indicators representing a latent construct. AVE of a set of indicators n is calculated using the following formula (Hair et al., 2013): Meanwhile, the calculation of CR is given by the following formula: It provides evidence on the internal consistency of the indicators measuring the construct. According to Hair et al. (2013), appropriate evidence of convergent validity is presented when the value of the statistics is above the following guidelines: standardized factor loadings >.50, AVE > .50, and CR > .60.
Another crucial facet of validity, the discriminant validity, involves the extent to which a particular construct (and its indicators) differs from other constructs. In this study, we assessed the evidence of discriminant validity using the criterion set by Fornell & Larcker (1981). This criterion asserts that evidence of discriminant validity is presented when the values of the AVEs are higher than the correlation between the two constructs.
Apart from evidence for the convergent and discriminant validity, another fundamental analysis associated with CFA is the model-fit evaluation. In brief, when the fit indices are within the acceptable values, it indicates that the model is acceptable. The indices provide evidence on how well the theorized three-factor S-STEM model fits the empirical data. If not, then there is a need to modify the model. The present study opts for four goodness-of-fit indices, namely, the normed chi-square (χ2/df), Tucker-Lewis (TLI) index, comparative fit index (CFI), and the root square mean error of approximation, RMSEA. Table 2 shows that the standardized factor loading estimates ranged from .43 to .93. Three items, namely, items 21, 22, and 23, showed values lower than the cutoff value of .50. Nonetheless, upon further investigation, we believe that the meaning of items is appropriate in measuring attitude towards mathematics; therefore, we retain the items in the measurement model. The empirical data exhibited that the AVE for all dimensions is above .50. Also, we found that the construct reliability of attitude towards science, attitude towards engineering/technology, and attitude towards mathematics are reasonably high at .91, .94, and .86, respectively. Hence, we conclude that the empirical data supports S-STEM in demonstrating excellent reliability and significant evidence of convergent validity to measure attitude towards STEM. Meanwhile, Table 3 shows evidence of discriminant validity based on a criterion by Fornell & Larcker (1981). It shows that all the square root values of AVE were more significant than the correlation between the dimensions. Thus, there is enough evidence to show that the dimensions of S-STEM were truly distinct between each other. Meanwhile, Table 4 shows goodness-of-fit indices for the three-factor correlated in the S-STEM model. All the indices showed an acceptable fit based on the mentioned criteria. Based on this evaluation of model fit, the present study has provided strong evidence that the S-STEM was statistically valid in measuring attitude towards STEM among pre-university students. TLI > .90 Hu & Bentler (1999) .918
RMSEA 0.05 -0. 10 Browne & Cudeck (1993) .072 Finally, Table 5 shows descriptive statistics of the mean scores between the male and female pre-university students. In general, the male students demonstrated higher mean scores in all constructs compared to their female counterparts. Based on the independent sample t-test analysis, the difference is significant for the constructs of attitude towards engineering/technology [t (746) = 7.103, 0 = .000] and attitude towards mathematics [t (746) = 2.919, p = .004]. We report no significant difference in the mean score of attitudes towards science [t (746) = 1.405, p = .161]. The present findings support S-STEM as a multidimensional model that consists of four underlying dimensions, namely, attitude towards science, attitude towards engineering/technology, and attitude towards mathematics. CFA analysis omitted five items that showed low loadings. However, we feel the need to maintain three items (items 21, 22, and 23) even though they presented loading lower than the intended value because the meaning of the items is appropriate to measure attitude towards mathematics. One of the possible reasons for this is that these items are relatively short, which in turn may contribute to high measurement error and a small percentage of common variance (Ximénez, 2015). Therefore, increasing wordings while maintaining their meaning for these items might be appropriate to increase the loadings.
Apart from the issue at the item level, the S-STEM demonstrated acceptable evidence of reliability with high values of CR even though most of the items are relatively short. The instrument also revealed acceptable convergent validity based on the acceptable values of AVE. To be precise, the groups of indicators in S-STEM were deemed appropriate in measuring the particular constructs. The excellent structure of S-STEM was further strengthened by the evidence of good discriminant validity between the constructs in S-STEM. Moreover, based on the indices, the empirical data collected also fit the theoretical threefactor model. In general, along with other studies such as Luo et al. (2019) as well as Khor & Zakaria (2019), results from this study indicate that S-STEM demonstrated a strong factor structure, which is useful in measuring attitude towards S-STEM in different cultures.
Comparison between the male and female pre-university students showed a significant difference in the mean scores on attitude towards engineering/technology and attitude towards mathematics. Reinking & Martin (2018) offer to explain this phenomenon using the gendered socialization perspective. According to them, gender roles cause boys and girls to socialize differently, which directly influences gender stereotypes in STEM professions. Stereotypes, especially with regards to girls' subpar ability in mathematics (Gunderson et al., 2012), occur among girls at a young age through both teachers and parents. As a result, girls leaving the STEM pipeline before entering the STEM-related workforce (Dasgupta & Stout, 2014).
Concerning practical implications, we believe that the validated S-STEM will encourage more STEM-related studies in Malaysia. We are also confident that the S-STEM has the potential to be used across grades in Malaysia because of its short and easy-to-read wordings. As rightly observed by Wang (2013), motivation to pursue a career in STEM is a longitudinal process starting even at the secondary level. As such, S-STEM is very suitable to be used to design intervention programs to increase their motivation in STEM. In being more specific to the pre-university students, S-STEM also has the potential to facilitate the choice of courses to enroll at university because there are so many courses to choose from. Literature shows that the factors are varied, ranging from the background, environmental factors, and intrinsic factors of the individual (Nugent et al., 2015). However, perceptions and interest (Langdon et al., 2011;Faber et al., 2013) in STEM careers are known as significant predictors. As such, it would be beneficial to take the S-STEM to provide initial details about their major university. Counselors may administer the instrument to provide additional information for the students. The researcher may utilize the instrument to gather data in providing measures to improve students' participation in learning STEM.
The findings of this study are limited by the lack of similar studies in other countries; hence we are not able to compare the finding with studies from different cultures. It should be noted that even though there is some methodological limitation, especially with regards to sampling, comparison with findings from other studies might shed some light, particularly concerning the factor structure of S-STEM. This information is vital to support the generalizability of S-STEM in measuring attitude towards STEM. The present study was also limited in terms of generalization since the samples were only from pre-university students in a matriculation college. We would suggest future studies to look into validating S-STEM among school students to further develop norms within the Malaysian sample. Norms help researchers to have a better understanding of the attitude towards S-STEM in Malaysia. Future works should also focus on the effort to establish the predictive validity of S-STEM in investigating its adequacy to measure attitude towards S-STEM with related constructs such as achievement.
Despite not being able to compare with other studies, the uniqueness of the study still preserves the nature of this study and the rigorous process of validation. Assessment of validity and reliability of the instrument was carried out on a national sample, in tandem with several analyses, including demographic features. Furthermore, the CFA findings were compared with well-established guidelines. Also, we have provi-ded a comprehensive literature review and have been able to understand what was published in the area of attitude towards science, technology, and engineering.

CONCLUSION
Based on the government's aspiration to increase students' engagement in STEM, noncognitive information such as attitude towards STEM is vital to support initiatives at school, preuniversity, and university levels. For this purpose, it is essential to have a valid and reliable instrument such as S-STEM. The instrument is reliable and also has good convergent and discriminant validity. Moreover, the empirical data also support the factor structure of the instrument. Adding to this, S-STEM is also practical for various levels of users. Thus, we strongly believe that the instrument has great potential to be used as a tool not only to provide a better understanding regarding attitude towards STEM among Malaysian samples of students but also to steer more research involving attitude towards STEM among researchers.


extfieldsofstudy: Psychology Physics

text:
Improving Year 5 students’ learning outcomes in problem-solving through mathematical literacy

Solving mathematics word problems remains as difficult tasks for elementary students. One way to overcome this problem is by applying mathematical literacy. This study aimed to describe teachers’ ability in managing the learning process and determine the learning outcomes of Year 5 students. This study employed a qualitative approach, specifically Classroom Action Research. The study design was carried out in three cycles. The data collection related to teachers’ ability in learning management was conducted by observation, was analysed using descriptive statistics, with the category of “poor, fair, average, good, and excellent”. On the other hand, students’ learning outcomes were measured by a mathematics test, were analysed by using percentages and referred to the school’s minimum criteria of mastery learning. The results showed the increase in teachers’ learning management ability, the average of cycle I, II and III was 4.3 (good), 4.6, and 4.8 (excellent) respectively. Besides, the students’ learning outcome was also improved, the average of cycle I, II and III were 62.36 (23.5% of classical mastery learning), 66.18 (58.8% of classical mastery learning), and 85 (70.6% of classical mastery learning) respectively. The results showed that mathematical literacy could improve Year 5 students’ learning outcomes in problem-solving.

Introduction
Mathematics learning in elementary schools, as a part of the Indonesian educational system, aims to equip students with the applicable abilities through mathematical activities. So, there is a harmony between learning emphasising the conceptual understanding and skills to solve mathematical problems as well as problem-solving. Students' difficulty in solving mathematical word problems are reading and understanding the problem [1]. This statement suggests that learning mathematics in elementary schools also aims to train students to solve problems. Problem-based mathematics learning will motivate students to learn mathematics more deeply. By having a mathematical problem, students will try to find a solution through various mathematical problem-solving strategies [2]. Good problem solvers monitor their thinking regularly and automatically. They are deliberate about their problem-solving action. They realize when they do not fully understand and they make conscious decisions to switch strategies, rethink the problem, search for related content knowledge that may help, and so forth [3]. Exposing students to some challenges since elementary school is expected to produce high-quality human resources in Indonesia who can compete with other nation.
However, some survey results show that Indonesian students' problem-solving skill is poor. The results of the Program for International Student Assessment (PISA) reported that Indonesia's rank is still below most countries for years. Indonesia ranked 64th out of 72 countries. The Trends in International Mathematics and Science Study (TIMSS) in 2015 also recorded Indonesia at the position  [4]. Student problem-solving ability is highly influenced by the teaching and learning process that they experience [5]. These facts indicate that the ability of Indonesian students in problem-solving that requires investigating, reasoning, communicating, solving and interpreting problems in a variety of situations is far from satisfactory. To better understand a problem, you may wish to exemplify the problem by considering various special cases. This may suggest the direction or perhaps the plausibility of a solution [6] The students need the ability to acquire, select, and manage information to survive in unstable, uncertain, and competitive conditions. Such ability requires critical, systematic, logical, and creative thinking. These abilities are all summarised in mathematical problem-solving. One way to facilitate students in solving mathematical problem-solving is by implementing mathematical literacy. The term mathematical literacy used in this study is the activity of writing steps to solve mathematical problems. The steps of solving mathematical problems are: (1) understanding the problem, (2) planning the solution, (3) solving the problem according to the plan, and (4) rechecking [7][8][9].
Mathematical literacy is the ability of a person to formulate, use, and interpret mathematics in a variety of contexts [10]. This also includes students to think mathematically and use procedures, concept, and facts in explaining a variety of phenomena. The finding of a study conducted by Hunter and Johanning [11] reported that when students are taught mathematical literacy, they can construct their understanding as their mathematical communication skills increase. Thus, mathematical literacy can help students in solving various mathematical problems [11,12].
This expectation is very different from the real conditions in the elementary schools in Banda Aceh. A finding during the 2018 lecturers visits to schools was that students did not write down the steps while solving mathematical word problems. It can be seen from the worksheet that the students did not write the information that is given and asked in the problem. Thus, many students experienced difficulty in solving mathematical word problems correctly. Therefore, to improve students' understanding of problem-solving is by implementing a mathematical literacy.
Based on the above problems, the research question of this study was how to improve students' learning outcomes and teachers' ability in learning management by implementing mathematical literacy in Year 5 problem-solving in one of Banda Aceh Elementary School?.

Method
This study used a qualitative approach, in particular, Classroom Action Research (CAR). The implementation of the action for each lesson was done based on the stages of action research, namely, planning, action, observation, and reflection. The action in this study used mathematical literacy with 18 mathematical problem-solving strategies in elementary schools [13].
Three out of 18 suitable mathematical problem-solving strategies were selected for Year 5 students. This action research was conducted in three cycles. Cycle I used the guessing and rechecking strategy, cycle II employed drawing or the modelling strategy, and cycle III utilized the calculating strategy.
The subjects of this study were 34 Year 5 students in one of the Elementary Schools in Banda Aceh, consisting of 14 boys and 20 girls. The data collection of the Teacher's Ability Level (TAL) in learning management was done through observation. Whereas, students learning outcomes were measured by a test. The observation data were analysed using descriptive statistics with various categories. The description of TAL based on the average scores were as follows: poor (1.00 ≤ TAL <1.50), fair (1.50 ≤ TAL <2.50), average (2.50 ≤ TAL <3.50), good (3.50 ≤ TAL <4.50), and excellent (4.50 ≤ TAL ≤ 5.00) [14]. Moreover, the test results of students' problem-solving ability were presented using percentages and referred to the minimum criteria of mastery learning in the school. The individual minimum criteria of mastery learning were ≥ 71, and the classical minimum criteria of mastery learning were ≥ 85 %.

Results and discussion
The classroom action research was carried out in three cycles which were adjusted to the school learning schedule for two weeks. The activities included a collaboration between lecturers, university students,  3 and teachers. The lecturer acted as a teacher, while the students and the teachers were the observers. The summary of the data analysis results is presented in Table 1.  Table 1 shows that there was an increase in both students' learning outcomes and teachers' ability in learning management in each cycle. The action of cycle I used problem-solving activities using mathematical literacy with guessing and rechecking strategies. The students neither understood nor implemented the problem-solving stages explained by the teacher. Thus, the average of students' learning outcome was 62.36. The results showed that only 8 out of 34 students who reached at least the minimum criteria of mastery learning in problem-solving (≥ 71) or the classical mastery learning was 23.5%.
The action in cycle II was solving the problems through mathematical literacy by drawing or modelling strategy. The learning process in this cycle indicated an increase in students' activities since they have begun to understand the steps explained by the teacher. In the learning process, the teacher also controlled the students' group activities more frequently and repeated the explanation if the students did not understand the content. Students' learning outcomes in this cycle improved; the average was 66.18. Twenty students satisfied at least the minimum mastery learning criteria or the classical mastery learning was 58.8%.
The action in cycle III was by implementing the calculation strategy. The results in this cycle showed a very effective learning process and active group work. It had a substantial influence on students' learning outcomes; the average value was 85. Twenty students fulfilled the individual minimum criteria for mastery learning. However, classical mastery learning was 70.6%, meaning that it did not reach the school target of ≥ 85%.
Based on the reflection results in each cycle about a teacher's ability in managing the learning, it showed in cycle I that some indicators of activity types needed to improve. For instance, teachers were too fast in instructing the learning materials to students and the language used was too advanced for elementary school students. Another weakness in the learning process was related to class management. The teacher was lacking in evenly controlling their students in each group work. In cycle II, the teachers could manage their speech speed, use simpler language, and handle their noisy students well. Besides, in cycle III, the process of learning management was more effective, either in explaining the materials to the student or classroom management. The improvement have a positive impact on the student learning outcomes; some students had perfect scores. This finding in line with Vitoria L, Monawati (2016) that students ability to re-check improved. When re-checking their answer, they made sure that they had answered the problem satisfactorily.
Teacher's ability in managing the learning process was increasing continuously from cycle I to cycle III. Some factors contributed to the teacher's achievement in managing the learning is student worksheet provided and the appropriate materials designed to meet the student's ability so that they could to learn independently. Teacher's achievement in teaching depends not only on mastering the materials and the learning strategy but also the other facilities and infrastructure supporting the teaching and learning process.

Conclusion
Based on the results, it can be concluded that student learning outcomes in solving questions related to problem-solving through mathematical literacy improved in each cycle. The average of cycle I, II, and III were 62.36 (classical mastery learning of 23.5%), 66.18% (classical mastery learning of 58.8%), and