Solving Shortest Path Problems Using Mathematical Literacy Skill Figured Out By Pre-Service Teachers

• Published in: Journal of physics. Conference series Vol. 1613; no. 1; pp. 12016 - 12024
• Main Authors: Apriandi, D, Murtafiah, W, Ayuningtyas, A D, Rudyanto, H E
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.08.2020
• Subjects: Graph theory; Literacy; Mathematical analysis; Mathematics; Mentoring programs; Physics; Problem solving; Skills; Students; Teachers
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1613/1/012016

Mathematical literacy is an important ability to be taught to the mathematics pre-service teacher. The students who have good mathematical literacy skills will be sensitive to the mathematical concepts which are relevant to the phenomenon or problem. One of the problems that is given to mathematics pre-service teacher is the shortest path problem in Graph Theory courses. The purpose of this study is to explore the mathematical literacy abilities of the pre-service teacher in solving the shortest path problems. The research subjects were 56 mathematics pre-service teacher of Universitas PGRI Madiun, Indonesia. The data were collected through problem-solving tests which were then analyzed based on indicators of mathematical literacy ability namely formulate, employ, and interpret. The results shows that the mathematical literacy abilities of pre-service teacher in solving the shortest path problem consist of three categories, namely complete, incomplete, and incomplete mathematical literacy abilities. There are 9 students with complete mathematical literacy skills can formulate, employ, and interpret. There are 18 students with incomplete mathematical literacy skills can formulate and employ. There are 29 students with incomplete mathematical literacy can only formulate.