Mathematical Literacy Test Research Articles

LITERASI MATEMATIKA SMA DENGAN PROBLEM BASED LEARNING BERBANTUAN MODUL

Mathematical literacy is an important skill that students need in learning mathematics. The Problem Based Learning model invites students to be able to solve existing problems to improve students' mathematical literacy. The purpose of this study was to determine the mathematical literacy of SMA N 1 Grabag students during learning by using the Problem Based Learning model assisted by modules. The research method used was quantitative research method. This research design uses Pretest - Posttest Control Group Design. The population in this study were all X grade students at SMA N 1 Grabag totaling 9 classes. Sampling in this study used cluster random sampling and obtained an experimental class, namely class X E5 with 36 students and a control class, namely class X E6 with 35 students. The data collection method used the mathematical literacy test method. The statistical analysis used normality test, homogeneity test, independent sample t test, and one party t test.

Students' Mathematical Literacy in Solving PISA Model Questions: A Case Study of Systematic and Intuitive Cognitive Style

This research is a qualitative descriptive study that aims to describe the mathematical literacy of high school students with a systematic and intuitive cognitive style in solving PISA model questions. The cognitive style test, cognitive style inventory, and mathematics ability test were used to select research subjects. One student with a systematic cognitive style and one with an intuitive cognitive style were selected with equivalent mathematical abilities and the same gender. The results of the mathematical literacy test and test-based interviews were used to collect data on students' mathematical literacy. Time triangulation was used to test the credibility of the findings obtained. Data analysis techniques include data reduction, presentation, and drawing conclusions. The research results show that in formulating problems, systematic students identify the information obtained from the two questions in more detail and are more careful in understanding the questions, while intuitive students identify the necessary information to solve the problem in general. In applying problems, systematic students design and use strategies to find solutions, identifying known information from the problem first, while intuitive students create and use strategies to find solutions and solve problems using the concept of comparison. For the interpreting aspect, the two students reinterpreted the mathematical results they obtained into contextual problems, stated the truth of the answers they obtained, and provided arguments to support their answers.

EFEKTIVITAS MODEL PEMBELAJARAN RELATING, EXPERIENCING, APPLYING, COOPERATING, AND TRANSFERRING (REACT) DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) TERHADAP LITERASI MATEMATIKA SISWA

Mathematical literacy is a very important ability that students must have because mathematical literacy supports students' mathematical abilities in many contexts that will be used in everyday life. This research aims to analyze the effectiveness of REACT learning with a realistik mathematics approach (PMR) on students' mathematical literacy. The method used in this research is quasi-experimental research with a pretest-posttest design. The sample used was students of Class IXA and IXB Mts Miftakhul Khoirot Branjang, Ungaran, Semarang Regency. The data used is the results of the mathematics literacy test before learning (pretest) and the results of the mathematics literacy test after learning (posttest). The data that has been collected is analyzed using statistical analysis in the form of a t-test, z-test, paired sample t-test, and N-gain test. The results of this research showed that the average value of students' mathematical literacy in the REACT learning model with PMR achieved minimum completeness, the proportion of students who achieved the average value in the REACT learning model with PMR was more than 75%, the average value of mathematical literacy in classes using the model REACT learning with PMR is higher than the average value of the class using the direct learning model, the increase in the average value of mathematics literacy for the class using the REACT learning model with PMR is higher than the increase in the average value of the class using the direct learning model. These results can be concluded that the REACT learning model with PMR is effective for students' mathematical literacy

Level of Students' Mathematical Literacy Based on Cognitive Conceptual Tempo (Reflective-Impulsive)

This research aims to describe students' mathematical literacy abilities based on their cognitive conceptual tempo. The research method used in this study is a qualitative descriptive approach. The research was conducted at SMKN 1 Ngasem in class XI-2 Design, Modeling, and Building Information. Data collection techniques in this research involved the use of tests and interviews. The tests were divided into two parts: the Matching Familiar Figures Test (MFFT) to gather data on students' cognitive styles (conceptual tempo) and a mathematical literacy test to assess the level of mathematical literacy abilities of the students. The results of this research indicate that reflective subjects were able to achieve a mathematical literacy level of 3 for S1 and level 4 for S2. Reflective students fall within the medium scale. Meanwhile, impulsive subjects achieved mathematical literacy indicators at level 1 and level 4 for S3, and level 1, level 3, and level 4 for S4. Impulsive students also fall within the medium scale. Furthermore, future researchers can explore more extensive mathematical literacy content and contexts.

Assessing the fairness of mathematical literacy test in Indonesia: Evidence from gender-based differential item function analysis

Assessing the fairness of mathematical literacy test in Indonesia: Evidence from gender-based differential item function analysis

Students' mathematical literacy ability to solve problems using matrix material is viewed from cognitive styles.

This study aims to describe the ability of students to develop mathematical literacy by reviewing their cognitive styles. The type of research used in this study is research with a descriptive qualitative approach. The research subjects were taken from 27 students of SMK class XI TKJ in one of the schools located in Bogor District, Nganjuk Regency. The instruments used in this study were GEFT (Group Embedded Figure Test) to determine the cognitive style ability of students who would be divided into field-dependent and field-independent cognitive style groups, mathematical literacy tests, and interviews. Mathematical literacy test questions are prepared and adapted to everyday life problems. They are fully based on indicators of mathematical literacy skills that are adapted and aligned with the stages of problem-solving. The results showed that field-dependent subjects tended to formulate problems still using narrative sentences; subjects were also less able to determine their problem-solving because they still depended on the procedures that had been given and were only able to provide a brief interpretation of the final results of the solution. While field-independent subjects are able to formulate problems by using modeling, subjects are also able to determine and write down their problem-solving in an organized manner. They are able to show corrections to the final results of problem-solving.

Pengaruh Model Pembelajaran Discovery Learning Terhadap Kemampuan Literasi Matematis Siswa

This research is motivated by the preliminary study of researchers at UPTD SMP Negeri 1 Gunungsitoli Idanoi, which is so far students are less active and tend to be passive in the learning process and students' mathematical literacy skills are still low. The purpose of this research was to determine whether the discovery learning model effect the students' ability in mathematical literacy skills. This research was conducted at UPTD SMP Negeri 1 Gunungsitoli Idanoi with the research object at 8th grade students in the 2022/2023 academic year, which is consist of 7 classes with a total of 208 students. The samples in this research were VIII-F class as the experimental class which was consist of 28 students and VIII-G class as the control class which was 27 students. This research is quantitative research using a quasi-experimental research method (quasi experiment design). The research instrument used was a mathematical literacy test of five items for the pre-test and five items for the pos-test. The results of the study obtained t-count = 1,915 and t-table = 1.674. Because t-count > t-table is 1,915 > 1.674, then reject Ho accept Ha which means "there is an effect of the discovery learning model on students' mathematical literacy skills

Quality Of Algebra Questions to Measure Mathematical Literacy Ability Using Partial Credit Model

<span lang="EN">Mathematical literacy skills require someone to understand, analyze, interpret, evaluate and synthesize knowledge obtained from the problems faced by modeling them into appropriate solutions in solving a problem effectively. The need to develop questions according to students' daily problems can familiarize students with mathematical literacy. The research developed mathematical literacy test questions on the theme of tobacco farming in the Puger Jember area to measure students' mathematical literacy abilities at the high school level. The research method used is Research and Development (R&D) using the Thiagarajan model which is modified into three stages, namely definition, planning and development. Field trial results were analyzed using Ministep software with Rasch modeling using the Partial Credit Model (PCM) method. The results obtained from the ten questions that were developed can be said to be fit, with the reliability of 139 interactions between students and the question items, the quality is still poor, 75 students' interactions between students and the question items are of good quality. The item reliability of the literacy questions developed was 0.80 in the first 75 samples, 0.95 in the next 75 samples and 0.89 in the last 64 samples, indicating that the questions developed were good and able to measure students' abilities well.</span>

Detection of differential item functioning with latent class analysis: PISA 2018 mathematical literacy test

The purpose of this research is to determine whether PISA 2018 mathematical literacy test items show a differential item functioning across countries. For this purpose, only the items in booklet number three were examined using the MIMIC method with Latent Class Analysis (LCA) approach. PISA 2018 tests are mostly developed in English. Therefore, in DIF analyses, the reference group is the UK, while the focal groups consist of the other countries examined in the research (Türkiye, Finland, Japan, and the USA). According to the results, of the 23 test items, statistically significant DIF was observed in eight items in the UK-Türkiye sample, in seven items in the UK-Finland sample, in eleven items in the UK-Japan sample, and in three items in the UK-USA sample. It is seen that the effect and size of DIF in non-homogeneous groups differ between groups and these effects can be examined in more detail with the LCA method.

Pembinaan UTBK-SNBT Kategori Penalaran Kuantitatif dan Penalaran Matematika di SMA Kartika XIX-2 Bandung

SNPMB is the 2023 National Selection for Admission of PTN New Students which was previously called SBMPTN (Joint Selection for State University Entrance). The SNP was formed by the Minister of Education and Culture to prepare for selection to enter PTN. This team is responsible to the Minister of Education, Culture, Research and Technology. The SNPMB test line is called SNBT (Test-Based National Selection). This policy underwent many changes from the previous SBMPTN, namely the basic science and technology ability test was replaced with a literacy test (Indonesian, English, mathematics). dedication This focus discusses the characteristics of the mathematics test both on the Scholastic Knowledge Test and the mathematical literacy test. The purpose of this exercise is to socialize SNBT information and training in dealing with quantitative reasoning and mathematical reasoning questions. The outputs achieved were Quantitative Reasoning and Mathematical Reasoning Question Drafts, draft articles on the results of community service activities. The method used was seminars and training for 30 class XII students of SMA Kartika XIX-2 Bandung. As for the results of the training, all students looked very enthusiastic in participating in coaching, this can be seen from the enthusiasm of students in working on problems with their groups and enthusiasm in asking questions and expressing their opinions, students can solve questions after getting a strategy for working on questions by the instructor.

Analysis of Students' Mathematical Literacy Ability in Solving Ethnomathematical Problems on SPLDV Material Judging from Student Learning Interests

Interest in learning as a driving factor has an important role in improving students' mathematical literacy skills. One effort to attract students' attention is to make learning innovations such as incorporating ethnomathematics in learning. This study aims to describe students' mathematical literacy ability in solving ethnomathematical problems on spldv material in terms of student learning interests. This research is a qualitative research with a descriptive approach. The subjects of this study were 3 out of 29 grade VIIIB students who had been selected for high, medium and low learning interest categories. Data collection was carried out by questionnaires, tests and interviews. The main instrument in this study is an ethnomathematics-based mathematical literacy test. Data analysis techniques use interactive analysis. The results showed that the cause of students' low mathematical literacy ability was due to low interest in learning. Students with a high interest in learning are able to meet all indicators of mathematical literacy. Students with an interest in learning are having difficulty at number 1, but at question number 2 are able to meet all indicators of mathematical literacy. While students with low interest in learning for questions number 1 only meet indicators 1), 2), 3), 6) and at number 2 only meet indicators 1), 2), and 3) only. That is, students with high and moderate interest in learning have mathematical literacy skills that work well, while students with low interest in learning need teacher help to improve their mathematical literacy skills.

Development of Mathematics Literacy Questions on Trigonometry

The 2022 Education Report reveals that high school-equivalent students scored 50.74% in numeracy literacy, below the minimum competency. Emphasizing mathematical literacy is crucial, yet such problems are scarce in classrooms. The research aims to develop mathematical literacy questions. The trigonometry material was chosen for the reason that this material should enable literacy activities related to material concepts. Following the ADDIE (Analysis, Design, Implementation, and Evaluation) model, the study employs expert validation and student responses as instruments, involving 20 students in small and large-scale test phases. It yields four trigonometry essay questions for high school. The research results show that the Mathematical Literacy test developed has quite valid categories in terms of content, construct and language. The questions are declared reliable. All types of questions are difficult. Discrimination index of questions, 1 question in the average category, and 3 questions in the low category. The developed questions are in the difficult category because at the mathematical literacy level, the abilities that are developed are not at the level of low-level thinking. This research supports efforts to increase student competency in mathematical literacy at the high school level.

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.

Preliminary Research: Development of A Teaching Module Based on Problem Based Learning To Improve Students' Mathematical Literacy Abilities

Mathematical literacy plays an important role in life. It can be used by humans in solving everyday life problems. However student’s mathematical literacy ability are still very low. Therefore mathematics learning needs to be oriented to enhancing mathematical literacy ability. Mathematics learning will run smoothly if accompanied by good planning. This study aims to develop teaching module based on problem based learning. This research uses Research and Development method with the ADDIE (Analyze, Design, Develop, Implement, Evaluate) stages. In this preliminary research we carry out the analyze and design stages. At the analyze stage the data is processed using a qualitative descriptive approach and it is known that Three Variables Linear Equation System (TVLES) is difficult material for student. This is caused by limited teaching material and learning is not linked to contextual problems. Based on the results of the mathematical literacy test, it is known that student’s mathematical literacy ability are very low, only 6% student are able to reach minimum criteria of 75. So this research can be continued by developing teaching modules based on problem based learning to enhance student’s mathematical literacy ability.

Analysis of Mathematical Literacy Ability Based on Learning Style of Middle School Students

This research was conducted at SMP Negeri 204 Jakarta with research subjects, namely class VIII-B students. This study aimed to determine students' mathematical literacy skills based on Kolb's learning style. The method used in this study is descriptive qualitative, using instruments like questionnaires, test questions, and interview guides. Questionnaires are used to categorize Kolb's learning styles. At the same time, the mathematical literacy test was given as many as four description questions with Circle material and interview guidelines to find more in-depth information related to the mathematical literacy abilities possessed by the subjects in this study. Based on the research that has been done, students with diverging learning styles tend to use concrete experiences they have learned and are not afraid to try. Subjects with an assimilation learning style tend to emphasize theory, subjects with a convergent learning style look more active and have high self-confidence, and accommodation subjects tend to have concrete problem-solving experiences. Subjects with the Kolb learning style can show the process of mathematical literacy, which is suitable for the context of still common questions.

Examination of Differential Item Functioning in PISA 2018 Mathematics Literacy Test with Different Methods

This study aims to determine whether the PISA 2018 Mathematical Literacy test items show differential item functioning (DIF) according to gender and parental education level. The sample of the study consisted of a total of 521 students who participated in the practice in Turkey and answered the booklets numbered 1 and 7. The research was conducted on a total of 45 items in these booklets. In this study, the Mantel-Haenszel (MH), Logistic Regression (LR), and Rasch Tree (RT) methods were applied to determine the items showing DIF regarding the gender variable. As a result of the analyses, it was determined that two items in the 1st booklet showed DIF in favour of girls, and an item in the 7th booklet that was common with the 1st booklet showed DIF. This item showed DIF in common for all three methods according to the DIF analyses performed separately by the Mantel Haenszel, Logistic Regression, and Rasch Tree methods. As a result, an item showing DIF in favour of girls was determined with both the MH and LR methods in the 1st and 7th booklets. In addition, when the items in booklets 1 and 7 were examined to see whether they show DIF according to parental education level, it was concluded that an item in booklet 1 was easy for students whose mother's education level was high school, university, and above, but difficult for students whose mother's education level was high school or below.

PROFIL KEMAMPUAN LITERASI MATEMATIKA SISWA BERDASARKAN GAYA KOGNITIF

This type of research used is descriptive research with a qualitative approach because the purpose of this study was to describe the profile of students ' mathematical literacy abilities based on cognitive style. This research was conducted at SMA Dr. Soetomo Surabaya in the 2022/2023 academik year. The subjects of this study were four students of X-MIPA 1 grade, namely one male FI student, one female FI student, one male FD student, and one female FD student. The research instrument was a test of students’ mathematical literacy based on PISA indicators. Mathematical literacy indicators are based on six levels of students’ mathematical literacy. Based on the analysis of the data on the results of the mathematical literacy test, it was obtained a profile description of the mathematical literacy ability of Dr. Soetomo High School namely (1) independent field students are able to work effectively with models in concrete but complex situation, present different information and relate it to real situation. Meanwhile (2) field dependent students are able to carry out the procedures well and choose and apply simple problem solving strategies and can interprete and represent situations.

Kemampuan Literasi Matematika Peserta Didik dalam Menyelesaikan Soal PISA Konten Space and Shape Ditinjau dari Gaya Kognitif

Students need to have mathematical literacy skills because it can help in making the right decisions and understanding the application or role of mathematics in real life. The results of the PISA survey, in Indonesia, the ability of mathematical literacy shows that it is still not optimal and similar incidents continue to occur, indicating that mathematical literacy skills are still low. The purpose of this research is to analyze the mathematical literacy skills of students in solving PISA questions on space and shape content in terms of cognitive style. This research method uses a descriptive with qualitative approach. The research subjects consisted of 2 students of class IX C of Muhammadiyah Junior High School in Surakarta. The instruments used were Group Embedded Figures Test (GEFT), mathematical literacy test, and interview guidelines. Data analysis used the Milles and Hubberman model, namely: data reduction and presentation, and conclusions. The results showed the ability of mathematical literacy in terms of cognitive style and concluded that FI learners can master all indicators of mathematical literacy in the three questions well. FD learners can master all indicators of mathematical literacy skills on questions number one and two whereas, on question number three FD learners have not mastered the indicators of reasoning and giving reasons because they are less careful in understanding the problems given.

MATHEMATICAL RESILIENCE AND LITERACY ABILITY THROUGH BLENDED LEARNING IN MATHEMATICS LEARNING

This research is motivated by the low ability of students' resilience and mathematical literacy which will affect their competence as a teacher. Amid the current conditions of the Covid-19 Pandemic, learning in schools, both in tertiary institutions, is constrained, so one of the right solutions at this time is the implementation of the Blended Learning learning model in learning, especially learning mathematics. Facing the current situation, we are required to be tough and strong, therefore we must have resilience skills so that students are resilient in facing any conditions. With the application of the Blended Learning model in mathematics learning, it is hoped that it can improve students' resilience and mathematical literacy abilities. The research method is a mixed method between qualitative built quantitative with a sequential exploratory strategy. The research instruments used were resilience questionnaire sheets and mathematical literacy test questions. The research procedure begins with qualitative data collection and then builds toward quantitative, the results of which will then be interpreted. The results showed that there was an increase in the ability of mathematical resilience and literacy using Blended Learning with a percentage of 31% and 59% respectively.

The Effect of Problem-Solving Strategies Education on Developing Mathematical Literacy

Today, how to increase the success and level of students' mathematical literacy is one of the most important areas of mathematics education. In this context, the study aimed to examine the effect of problem-solving strategies education on mathematical literacy. 42 students in the eighth grade of the secondary school participated in the study, in which the experimental design was preferred in quantitative research methods. Five-week problem-solving strategies education was carried out with 21 students in the experimental group. The data of the study were obtained with the mathematical literacy test, which was developed to determine the mathematical literacy achievement and levels of the experimental and control groups before and after the education. As a result of the findings, it was determined that problem-solving strategies education had a significant effect on students' mathematical literacy achievement. Concordantly, suggestions have been made regarding the need to use problem-solving strategies to improve mathematical literacy.