Abstract
This development research has obtained an assessment model of probability literacy in senior secondary school students. Such literacy is crucial because the statistical assessment as part of mathematics today in senior secondary schools tend to emphasize technical procedures with many mathematical formulae. Literacy of probability consists of five basic competencies, namely: (1) understanding the concept of probability, (2) insight into the application of the probability concepts, (3) skills in calculating the value of probability, (4) careful interpretation of the probability value, and (5) skills in visualization and communication of probabilities and conclusion that may be drawn from them. This study maps ability levels in these five competencies across Makassar City, identifying weaknesses in several questions about probability literacy that need to be revised. The emphasis on the concept of literacy is a major strategy to improve learning in secondary schools. These five competencies are mapped according to the type of questions that refer to the guidelines for implementing the skills of the 21st-century Curriculum 2013 in senior secondary school. The level of probability literacy achieved by high school students in Makassar is categorized as medium (47%-72%), highlighting an overall need for improved learning strategies that emphasize the five basic competencies. Additionally, morning classes are seen to correspond to a higher level of achievement than afternoon classes, for all five competencies.
Highlights
Today, statistical material is still in the senior secondary school mathematics curriculum, even though statistics and mathematics have different paradigms of thinking
This development research has obtained an assessment model of probability literacy in senior secondary school students. Such literacy is crucial because the statistical assessment as part of mathematics today in senior secondary schools tend to emphasize technical procedures with many mathematical formulae
Learning strategies still need to be improved in every statistical teaching, especially the topic of probability in schools
Summary
Statistical material is still in the senior secondary school mathematics curriculum, even though statistics and mathematics have different paradigms of thinking. Statistical proposals as a problem-solving process consist of four components: (1) formulating questions, (2) collecting data, (3) analyzing data, and (4) interpreting data [1]. In line with the development of science and technology, learning mathematics in accordance with the 2013 Curriculum needs to be designed to accommodate the 21st Century students' skill needs. The three main perspectives on the quantification of uncertainty which are classical, frequent, and subjective interpretations of probability are promoted [2]. While the first two are emphasized in most school curriculum materials, the subjective notion of probability either is neglected or has minimal mention. It is closely related to what people commonly used for everyday reasoning
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