Mathematical Literacy Problems Research Articles

Exploring students' proportional reasoning in mathematical literacy problem solving: recognition of multiplicative relationship strategies

Introduction. A multiplicative relationship represents the association between two or more variables in the form of multiplication. For example, when one variable increases, the other variable also escalates proportionally. Accordingly, it is important for students to have the ability to identify the pattern of multiplicative relationships, describe them in the form of equations or comparisons, and apply them in different situations. This study describes the strategies used by students in recognizing multiplicative relationships, particularly in solving mathematical literacy problems containing proportional situations. Study participants and methods. The research was conducted in three junior high schools located in Malang, Indonesia, involving 191 ninth-grade students. They were asked to work on a mathematical literacy question, and then their answer sheets were corrected and grouped based on the developmental stage of proportional reasoning, particularly in recognizing multiplicative relationships. Furthermore, the subjects were interviewed in-depth concerning their experience in solving literacy problems in proportional situations. This study used a qualitative approach with a phenomenological research type. the subject's experience was investigated holistically, along with the appearing phenomenon. The garnered data were interpreted through continuous reflection and analysis for a deeper understanding. The results were then summarized. Results. In this study, two variations of strategies have been identified being used by students at the stage of recognizing multiplicative relationships in solving mathematical literacy problems, namely the multiple strategies and the pattern strategy. This finding serves as a valuable contribution to understanding students' strategies and behaviors in recognizing multiplicative relationships, which has not been revealed in previous studies. The main difference between these two strategy variations lies in the approach used in solving the problem. The multiples strategy emphasizes the conceptual linking of quantity values between objects, relying on the conceptual shifts that transpire as students navigate through their additive reasoning steps within the framework of multiplication. In this case, students need to comprehend various number concepts and number relationships, with frequent focus on multiplication as a form of repeated addition. On the other hand, pattern strategies rely on students' ability to match patterns, use the arrangement of numbers constituting the pattern, and relate them to other patterns in solving problems. Practical significance. The results of this study serve as a crucial reference for more effective and efficient mathematics learning formulation for improving students' proportional reasoning.

Analysis of Junior High School Students' Errors in Solving Mathematical Literacy Problems based on Newman Procedure Viewed from Students’ Learning Styles

This study aimed (1) to determine students' mathematical literacy skills viewed from learning styles; (2) to know and describe students' mistakes in solving mathematical literacy questions based on Newman procedure viewed from students' learning styles; and (3) to know the causes of students' mistakes in solving mathematical literacy questions based on Newman procedures viewed from learning styles. This research was a qualitative research with a case study type and used a descriptive approach. The subjects of this study were 53 students of class VIII, 11 Public Junior High School, Tegal, Indonesia. The data were collected using questionnaires, tests, and interviews, which were then analysed. The results showed that: (1) the students' learning styles were visual, auditory, kinesthetic, and auditory-kinesthetic; (2) visual learning style students have the best mathematical literacy skills because they reach the lowest level 3 and the highest level 4, whereas kinesthetic learning style students made the most mistakes; and (3) the causes of students' errors in solving mathematical literacy questions viewed from their learning styles tend to be the same, i.e.: students do not master patterns and sequence material, and students felt rushed when working on the questions.

The Process of Students' Mathematical Literacy in Solving System of Two Variables Linear Equation Based on Level of Ability

Mathematical literacy is very important to master because with mathematical literacy problems that exist in everyday life are easy to solve. Material that is closely related to everyday problems is a system of two-variable linear equations such as calculating the price of a grocery item and so on. This research was conducted to explore the process of mathematical literacy based on high, medium, and low abilities using a qualitative approach. To test this research, the researchers involved three class VIII students who obtained the results of tests, interviews, and documentation. From this test it was found that there were differences in the process of mathematical literacy. It can be seen that only S3 is able to meet the four indicators of mathematical literacy. While S2 and S1 are only able to fulfill one to two indicators of mathematical literacy. So for subsequent research, it is expected to be able to develop learning models to improve mathematical literacy skills.Mathematical literacy is very important to master because with mathematical literacy problems that exist in everyday life are easy to solve. Material that is closely related to everyday problems is a system of two-variable linear equations such as calculating the price of a grocery item and so on. This research was conducted to explore the process of mathematical literacy based on high, medium, and low abilities using a qualitative approach. To test this research, the researchers involved three class VIII students who obtained the results of tests, interviews, and documentation. From this test it was found that there were differences in the process of mathematical literacy. It can be seen that only S3 is able to meet the four indicators of mathematical literacy. While S2 and S1 are only able to fulfill one to two indicators of mathematical literacy. So for subsequent research, it is expected to be able to develop learning models to improve mathematical literacy skills.

GENDER DIFFERENCE IN MATHEMATICAL LITERACY AND FACTOR THAT MAY AFFECT IT

Many research studies have shown that female students’ mathematical literacy is better than male students. However, the previous research viewed students’ mathematical literacy qualitatively. Maybe there are differences between the mathematical literacy of male and female students, but is it genuinely significant? Therefore, this research aimed to quantitatively investigate the differences in mathematical literacy between male and female students to provide empirical proof. In this study, 116 students at junior high school were the samples. The mathematical literacy test collected data about students’ mathematical literacy. The data were then analyzed using a comparison test of Mann-Whitney U to examine the hypotheses. The result showed no significant difference between male and female students’ mathematical literacy and whether, in general, and viewed from gender, students have low mathematical literacy. The factor that may affect the low and no significant difference between male and female students regarding mathematical literacy is teachers rarely provide students with mathematical literacy problems during the teaching and learning process.

Реализация требований ФГОС ООО при изучении математики

The article discusses the requirements of the Federal State Education Standard of the Basic General Education in terms of the formation of functional literacy of students. The concept of mathematical literacy as a component of functional literacy of students is presented. Special attention is paid to the problem of constructing mathematical literacy problems. A case of tasks for the formation of mathematical literacy for 9th grade students based on the results of the PISA study is proposed. The article is addressed to teachers and students of pedagogical universities, methodologists, teachers of mathematics.

IMPLEMENTATION OF POLYA'S HEURISTIC STRATEGY ON MATHEMATICAL LITERACY ABILITY

Mathematics is one of the fields of study taught in elementary schools, which some people consider difficult to understand as the basic object of education. So it is necessary to implement efficient and interesting learning for students. This study aims to determine the application of the polya heuristic strategy to students' mathematical literacy problem solving abilities. This study used a quantitative approach with a population of 80 students as primary school students, the sampling technique was cluster random sampling of 50 students, with a two group pretest-posttest design in the form of a control class by providing conventional and experimental method classes by applying heuristic strategies and analyzed using statistical tests. Based on the results of the normality test the data is not normally distributed (Þ = <0.001) therefore, the next step is to do the Wilcoxon test. Based on the test results, the results obtained a significant difference between the results of the pretest and posttest. The average pretest result for the control class was 49.6 and the experimental class was 47. Then after being given treatment, the average posttest score for the control class was 54.8 (conventional method) while the experimental class was 67.6 (polya heuristic strategy). Judging from the posttest scores, both classes showed an increase in learning outcomes, but a large increase was seen in the experimental class that applied the polya heuristic strategy. The polya heuristic strategy has an effect on increasing students' mathematical literacy, therefore this strategy can be implemented in learning mathematics at various levels of education.

Students’ Argumentation through Mathematical Literacy Problems Based on Mathematical Abilities

Argumentation is an essential mathematical skill employed in mathematical literacy. Argumentation is an individual's ability to think critically to provide reasons based on facts to make conclusions that solve problems. A qualitative approach is used in this study to describe students' argumentation in solving mathematical literacy problems based on mathematics ability level. The research subjects were three twelfth-grade students: one with high mathematics ability, one with moderate mathematics ability, and one with low mathematics ability, which was selected purposively. Data are collected through mathematical literacy problem tests and interviews. The data are analyzed using McNeill and Krajcik's argumentation components: claim, evidence, reasoning, and rebuttal in solving mathematical literacy problems. The results showed that students with high mathematical abilities could formulate and perform the procedures at the evidence indicator; connect information for reasoning indicators; provide general solutions, represent and assess the mathematical solutions at the rebuttal indicators; and make a correct claim. Students with moderate mathematical ability could apply mathematical concepts although made a miscalculation at the evidence indicator; connect information for reasoning indicators; provide partially correct solutions; represent and evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; and make a correct claim. Meanwhile, students with low mathematical ability miss a crucial concept and make miscalculations at the evidence indicator; connect information for reasoning indicators; provide and represent partially correct solutions but cannot evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; provide a correct claim.
 Keywords: Argumentation, McNeill Argumentation, Mathematical Literacy Problems, Mathematical Abilities.

Mathematical Literacy-Oriented Student Worksheets Using the Sidoarjo Context

This study aims to produce student worksheets (SW) oriented toward mathematical literacy using the Sidoarjo context that is valid, practical, effective has potential effects to improve the mathematical literacy of elementary school students. This type of study is a design research type of development study. The subjects of this study were students of grade IV A Kepunten State Elementary School for the academic year 2021/2022 totaling 25 students. Data collection techniques are walkthrough, observation, test, and interview. Sampling technique using purposive sampling with descriptive analysis. The results of the SW mathematical literacy using the Sidoarjo context on the area and circumference of a valid flat shape material based on content, construct, and language after going through the development stage in the form of expert review and one-to-one. The practicality of SW is seen in the small group development stage. The effectiveness developed SW has a potential effect on students' mathematical literacy skills. This shows that mathematical literacy-oriented SW using the Sidoarjo context can be used in area and circumference learning. This study implies that it can fill the gap between mathematical literacy problems and the need for alternative teaching materials in the form of SW that involves a cultural context. Hence, teaching materials are available that can facilitate mathematical literacy construction as well as understanding that is easier to understand by elementary students, especially in learning areas and circumferences in the Sidoarjo region.

ANALYSIS OF STUDENT'S ABILITY TO SOLVE MATHEMATICAL LITERACY PROBLEMS IN JUNIOR HIGH SCHOOLS IN THE CITY AREA

Mathematical literacy problems require counting and solving mathematical problems in daily life. This study aims to analyze the ability of junior high school students to solve mathematical literacy problems. This qualitative research uses a case study approach with the subject of 15 junior high school students in the city area. The instrument in this study is six mathematical literacy questions oriented to PISA test questions and interview guidelines. The data analysis technique in this study is thematic analysis. This study's results show three groups of students' abilities in solving mathematical literacy problems based on their initial abilities: Time Stone, Power Stone, and Mind Stone

Student’s Mathematical Literacy: A Study from The Perspective of Ethnomathematics Context in North Sulawesi Indonesia

Mathematical literacy skills are essential for students. This study analyzed students’ mathematical literacy skills in solving mathematical literacy problems using an ethnomathematics context. The research subjects were students of class VIII SMP Negeri 2 Tondano, Minahasa Regency, North Sulawesi Province. This research uses the descriptive analysis method. The data was obtained through a test of mathematical literacy questions with an ethnomathematical context. The instruments used consisted of tests and interviews. The results showed that 87.5% of high-grade students could solve problems in formulating competence, while for middle-grade students, 67.6% of students and 31% of low-grade students. For employ competence, there are 71.5% high-grade students, 47.5% middle-grade students, and 3.3% low￾grade students. Meanwhile, for interpreting competence, there are 55% of high-grade students, 13.3% of middle-grade students, and 1.3% of low-grade students. These results indicate that the mathematical literacy ability of students in answering mathematical literacy problem in an ethnomathematics context are relatively low.

Analysis Analysis of mathematical literacy based on mathematical resilience of fifth grade elementary school students

This study aims to describe the literacy of students in solving mathematical literacy problems based on the level of mathematical resilience. This study used a case study qualitative research method. The research subjects were 20 grade V elementary school students for the 2020/2021 academic year. Data collection techniques using questionnaires, tests, and interviews. Processing the validity of data using technical triangulation techniques. Data analysis techniques using miles and hurry (reducing data, presenting data, drawing conclusions). The results of study showed that students with different levels of mathematical resilience have different mathematical literacy abilities. Students with high mathematical resilience have mathematical literacy skills, which are aspects of formulate, employ and interpret. Students with medium resilience have mathematical literacy skills, which are aspect of formulating problems, while students with low mathematical resilience do not have the three abilities of mathematical literacy.

Development of Mathematical Literacy Problems using East Kalimantan Context

A deep understanding of advanced mathematics is essential. This is without doubt. However, mathematics that is applicable on daily life is deemed more important. At least for the ones that does not belong to pure mathemacs field. One des not need to be a mathematics professor to be able to predict commute time to their work or to decide which clothes to buy with given amount of discount. This is also known as mathematical literacy. One of the key features of mathematical literacy is the integration of context. Developing or designing mathematical literacy task with local context is one of efforts to promote students’ mathematical literacy. This is because students are already familiar with the context hence they cam understand the problem statement better. The current study is design research aiming to develop mathematical literacy problems with East Kalimantan context. There are two phases in this research. The first phase is the preliminary phase. Here, PISA 2012 mathematics problems are reviewed and then researchers developed prototype problems with equal level but based on East Kalimantan context. There were nine mathematical literacy problems were developed in this phase. The second phase is the formative evaluation which consists of self evaluation, expert review and field test. From the process, nine valid items of problems with local context for measuring students’ mathematical literacy are obtained.

Analysis of errors in solving mathematical literacy analysis problems using newman

The purpose of this study was to find out student errors in solving problems about mathematical literacy. This study uses a qualitative research approach with sampling method is purposive sampling. The study subjects were three students who were taken based on KAM (Student Initial Ability), namely high, medium, and low ability categories. Each subject is one person per category from the Department of Accounting, Bandung State Polytechnic. This study analyzes student errors in solving mathematical literacy problems in the statistics course for the sub-discussion of hypothesis testing. The error analysis method used is Newman analysis. This study uses two instruments, namely a test instrument with four questions in the form of descriptions and interviews. The data will then be classified into five error categories according to Newman's analysis. The conclusions in this study indicate that there are errors in answering questions, especially for mathematical literacy questions; students are expected to be able to analyze questions in the form of story questions; Understanding the problem instructions and information contained in the problem is the first step in working on mathematical literacy problems so that the level of errors and errors in working on the questions is more resolved. Of the five errors that became the standard for Newman Error Analysis assessment, three errors were made by respondents, namely errors in understanding story questions correctly, errors in transforming story questions into mathematical sentences, and errors in writing the final answer.

ANALISIS KEMAMPUAN PENALARAN MATEMATIS DALAM MENYELESAIKAN SOAL LITERASI MATEMATIKA DITINJAU DARI GAYA KOGNITIF SISWA

The purpose of this research is to describe the mathematical reasoning ability possessed by students have to solve mathematical literacy problems in a cognitive style. This research is a qualitative research with a descriptive research design. The data collection techniques used are written tests and interviews. The validity of the data used is technical triangulation. Data analysis in this study is to reduce data, present data, and draw a conclusion. The instruments involved are the GEFT test to categorize students' cognitive styles that will be used in determining research subjects, a written test with mathematical literacy questions for SPLDV material and interview guidelines. The subjects used are 4 students in the field dependent and the field independent cognitive style. The results of this study indicate that FD students are less likely to make assumptions, formulate and provide reasons for solutions. But in terms of manipulating mathematics able to do well. In addition, in drawing conclusions and checking the validity of FD students, they were unable to do so. Meanwhile, FI students are able to make conjectures, manipulate mathematically, draw conclusions from statements and check the validity of an argument. However, in terms of drawing conclusions, compiling and giving reasons for solutions, FI students are less able to do so. So it can be concluded that the mathematical reasoning ability of FD students is lower than that of FI students.

Analysis of Student Errors in Solving Mathematical Literacy Problems Based on the Components of the Mathematical Literacy Process

Analysis of Student Errors in Solving Mathematical Literacy Problems Based on the Components of the Mathematical Literacy Process

Analisis Kemampuan Literasi Matematika Siswa Kelas VIII Ditinjau Dari Perbedaan Gender Di MTsN 1 Mataram Tahun Ajaran 2020/2021

The purpose of this study was to describe the level of mathematical literacy ability of class VIII MTsN 1 Mataram based on gender. The research is quantitative desciptive research which method are used to describe, explain various variabel in the study as expressed the documentary materials. The assessment system in this study uses 2 methods, namely mathematical literacy and analytical problem solving. Mathematical literacy has 6 (six) levels in measurement and consists of three aspects, namely content, context, and cognitive aspects, while for assessment using analytical problem solving there are 3 (three) levels, namely low, medium and high. The data collection technique used a questionnaire in the form of mathematical literacy test questions that had been approved by 3 validators. Based on the results of the research, the level of mathematical literacy skills, based on mathematical literacy female dominant at level 3 which means that students are able to apply the basic algorithm, formulate and carry out the procedure and can select and apply strategies to solve simple and the mathematical literacy skills of male students are dominant at level 2 which means that students are able to apply the basic algorithm, formulate and carry out the procedure. Based on analytical problem solving students' mathematical literacy skills are at low and medium levels where female mathematical literacy skills are higher compared to male. Bassed t-test 2 sampel independent mathematical literacy ability male and female doesn’t have a significant difference.

Why Did Elementary Students Have Difficulty Working in Mathematical Literacy Questions?

<p>This study aimed to analyze students' learning difficulties in working on mathematical literacy questions. This research is qualitative research by taking data using tests, interviews, and observations. The results about the difficulty working in math literacy based on mathematical disposition have shown indicated that five factors cause students to find it hard to work on mathematical literacy questions. First, students have not understood the language, phrases, words, sentences, and the context of the story. Second, students were unable to make mathematical models or problem representations. Third, students did not understand mathematical concepts. Forth, students had wrong in performing mathematical procedures. Fifth, students were weak fighting power. From all these factors, students have a negative disposition toward mathematics which causes students to be unable or unwilling to solve mathematical literacy problems. The implication of the study shows that what must be improved is the negative mathematical disposition of students to be positive.</p>

The analysis of junior high school students’ mathematical literacy: Field study in Bandar Lampung

Mathematical literacy is a person's ability to formulate, apply and interpret mathematics in various contexts, including the ability to reason systematically and use concepts, procedures, and facts to describe, explain or predict an event. Therefore, mathematical literacy is essential in everyday life. This article analyzed the mathematical literacy of junior high school students in Bandar Lampung. Data were collected by giving mathematical literacy questions to junior high school students. The data were analyzed descriptive–quantitatively. The research population is 14–15 years junior high school students in Bandar Lampung City. The research sample was selected using a stratified sampling technique to get students from several favorable and unfavorable public and private junior high schools. The research instrument was a test on the mathematical literacy of junior high school students. The results showed that junior high school students in Bandar Lampung were generally able to solve mathematical literacy problems whose information was clearly available, solve problems procedurally, and use basic algorithms, formulas, procedures, or conventions involving integers. However, they have yet to solve problems that involve constraints or make assumptions. They have not been able to select and integrate different representations, including symbolic ones, relate them directly to aspects of real–world situations and have not been able to solve problems related to everyday life that they rarely encounter.

IDENTIFIKASI RAGAM DAN LEVEL KEMAMPUAN REPRESENTASI PADA DESAIN MASALAH LITERASI MATEMATIS DARI MAHASISWA CALON GURU

Representation is one of the fundamental abilities of mathematics reflected by students understanding of mathematics concepts, principles, or procedures, so it becomes crucial for teachers to develop students' mathematical representation skills. This research was time to describe the representation used in the problem and the level of mathematical representation ability needed to solve mathematical literacy problems. The data was collected through the assignment to design mathematical literacy problems between 3-10 pieces and interview as triangulation on 35 prospective elementary school teacher students. The data are grouped based on various representations and analyzed quantitatively and descriptively. Then one problem is chosen randomly for each type of representation to describe the level of representation ability needed to solve the problem qualitatively. The results show that the mathematical representations used in designed mathematical literacy problems are pictorial-verbal, pictorial-symbolic, verbal-symbolic, pictorial, verbal, symbolic, and pictorial-verbal-symbolic representations. The level of representational ability that tends to be needed to solve problems is levels 0 and 1. This study suggests that prospective teacher students should develop mathematical representation knowledge to improve the quality of their learning in the future

Efektivitas Pengembangan Media Pembelajaran Komik Berbasis Kodular untuk Kemampuan Pemahaman Literasi Matematika Siswa SDS Edustar

Students do not understand the basic concepts of mathematics. Even understanding mathematics lessons in class is still difficult, let alone solving mathematical literacy problems. This is due to the lack of learning media facilities that support mathematics literacy learning. So that due to a lack of understanding of the concepts of mathematics, and considers mathematics lessons are boring lessons. Therefore, it is necessary to develop flexible teaching materials that can be used in any situation to support students' understanding of mathematical literacy. Thus, the researcher developed a codular-based comic learning media for students' mathematical literacy comprehension skills. This study aimed to see the effectiveness of the codular-based comics learning media for the ability to understand mathematical literacy of elementary school students Edustar. This research was conducted at SDS Edustar Batam with research subjects in grades 4, 5, and 6. The data collection of this study used the results of the post-test of students on students' mathematical literacy of 62.01%. So it can be concluded that the codular-based comics learning media is effectively used as a medium for learning students' mathematical literacy.