Analisis Numerasi Siswa Ditinjau dari Myers-Briggs Type Indicator (MBTI)
Keywords: Myers-Briggs Type Indicator (MBTI), Numeracy
Abstract
The importance of numeracy as a basic skill in modern life cannot be denied,
especially in optimizing technology and adapting to developments in this era,
making it a crucial ability for students. The purpose of this study was to describe
numeracy based on MBTI types and student difficulties. This quantitative
descriptive study involved 18 students; the instruments used to measure the level of
numeracy and MBTI types were tests and interviews to identify student difficulties.
The data analysis techniques used were data reduction, data presentation, and
conclusions. The results showed that students with MBTI Feeling (F) and Thinking
(T) types had the same proportion in the high numeracy category, but type F was
more in the medium category, and only type T appeared in the low category. A
number of student difficulties were also found, namely in analyzing contextual
information, using numbers and symbols to solve everyday problems, and
interpreting the results of the analysis to make decisions. The most difficulties were
experienced by students with the ESTJ type. This data indicates that differences in
MBTI types can affect students' learning styles and numeracy abilities.
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