Mathematics Literacy Of Students Research Articles

Predicting the Mathematics Literacy of Resilient Students from High‐performing Economies: A Machine Learning Approach

Mathematics is a crucial yet challenging subject for all students. Therefore, it is important to understand the role of academic resilience in mathematics, which enables students to overcome academic challenges. This study applied two machine learning algorithms, Lasso Regression (LR) and Random Forest (RF), to predict the mathematics literacy of resilient students from high-performing economies across cultures in PISA 2022. The findings indicated both RF and LR performed better in Western cultures than in Eastern cultures. Furthermore, in Eastern cultures, mathematics self-efficacy for 21st-century skills played an important role in predicting resilient students’ mathematics literacy, followed by self-efficacy towards mathematics, and mathematics anxiety. In Western cultures, self-efficacy towards mathematics was the predominant predictor, followed by mathematics self-efficacy for 21st-century skills. Theoretically, this study identifies key factors in predicting resilient students’ mathematics literacy across cultures. Methodologically, it is the first to apply ML in exploring resilient students’ mathematics literacy. Practically, it guides educators interested in developing interventions to improve resilient students’ mathematics literacy.

Analysis of Mathematical Literacy Ability Given Students' Mathematical Disposition

The results of the Mathematical Literacy Research discuss Indonesia's involvement in PISA since 2000, which has never experienced a significant increase in ranking until 2018. Even the 2018 PISA results showed that Indonesia was ranked in the bottom 10 in the world with an average score of Indonesian students mathematical literacy of 359, while the average was 489. This study aims to describe the mathematical literacy skills of grade X students in solving PISA questions in terms of mathematical disposition abilities. This study uses a descriptive type of research with a qualitative approach with three instruments to be used in this study, namely a mathematical disposition scale questionnaire, a mathematical literacy test, and interview guidelines. The research instrument was first consulted with the collaborating lecturer. The results of the disposition test from 33 grade X.1 students were then analyzed to determine the grouping of students' mathematical disposition abilities. The mathematical disposition scale is given to students in three groups: high, medium, and low. The subjects of this study were four students in the class with different levels of mathematical disposition abilities. Based on the results of this study, the literacy abilities of students reviewed in mathematical disposition tend to vary. Students with a high level of disposition have better literacy and problem-solving skills than those with a medium or low level of disposition

Mathematics Literacy of Middle School Students with Socio-Cultural Context Viewed from Learning Style

Mathematics Literacy of Middle School Students with Socio-Cultural Context Viewed from Learning Style

Students Mathematical Literacy Level in Solving PISA-Based Problems Shape and Space Content: Analysis from the perspective of self-concept mathematics

Students Mathematical Literacy Level in Solving PISA-Based Problems Shape and Space Content: Analysis from the perspective of self-concept mathematics

Analysis of Elementary School Students' Mathematical Literacy Abilities Through Diagnostic Assessments Based on Metacognitive Abilities at Field Experience Practice In-Service Teacher Professional Program

The importance of the relationship between mathematical literacy skills and higher-order thinking skills is in line with the 3 competencies needed in the 21st century. Mathematical literacy skills are very important for students to understand the function of mathematics in everyday life through the formulation, use, and interpretation of mathematics in various contexts. This research aims to analyze and describe the mathematical literacy abilities of elementary school students through diagnostic assessments based on metacognitive abilities at PPL PPG Daljab. The type of research used in this research is descriptive qualitative with research subjects of 60 elementary school students who were reviewed through a diagnostic assessment based on metacognitive abilities. data collection through test results and questionnaire results. Data reduction, data presentation, and conclusion drawing are carried out in data analysis. The research results obtained are that applying innovative learning models or methods can improve and develop the mathematical literacy skills of elementary school students, especially class V. So, teachers need to familiarize students with working on story problems, especially open-ended type story problems, and innovate in learning to motivate them. students to be actively and directly involved in the problem-solving process so that they can improve students mathematical literacy skills.

PENGEMBANGAN PEMBELAJARAN DENGAN PENDEKATAN PMRI UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS BERBUDAYA LOKAL JAKARTA

The results of the preliminary study show that students' mathematical literacy skills on the topic probability was low. This is caused by teachers' conservative teaching methods and students who are not familiar with literacy matters. The presentation of opportunity material is not fully adequate to guide students in learning. This research aims to develop learning designs with a Realistic Mathematic Education (RME) approach with local Jakarta culture on opportunity material using the Gravemeijer and Cobb model which consists of three stages, namely experimental preparation), experimental implementation), and retrospective analysis. The research subject was Health Vocational School Mulia Karya Husada class XI. The learning design in question is a learning path known as Hypothetical Learning Trajectory (HLT). HLT is a learning flow consisting of learning objectives, learning activities, and learning process hypotheses to predict how students think and understanding will develop in the context of learning activities. The research results show that there was an increase in students mathematical literacy abilities.

PISA 2018 TÜRKİYE MATEMATİK OKURYAZARLIĞINI AÇIKLAYAN DEĞİŞKENLERİN CHAID ANALİZİ İLE İNCELENMESİ

This study aims to investigate the variables explaining mathematics literacy of Turkish students who attended at Programme for International Student Assessment (PISA). The topic of the study is at utmost importance due to the potential findings that will identify the variables influencing mathematical literacy in our education system and generate recommendations aimed at addressing shortcomings.This study utilizes the answers given to the PISA student questionnaire, which are analysed by correlational survey design.Stratified sampling design is used in the selection of 6890 students in Turkish sample. After excluding the missing data, the sample of the study consists of 5293 participants. Chi-squared Automatic Interaction Detection (CHAID) method, which is one of the data mining decision tree algorithms, is used for data analysis. According to the results of the study, the most important variable explaining Turkish students’ mathematic literacy is the number of the books at home. Father’s education level, highest parental education level, accessibility of ICT both at home and school, and time allocated per week to study mathematics are other variables explaining mathematics literacy.

Didactic Analysis of Junior High School Students Mathematical Literacy Skill on Space and Shape

It is important for learners to have mathematical literacy skills because it can help learners utilize mathematics in real life, solve problems, assess whether the results obtained make sense, and analyze situations and make conclusions. In the Program for International Students Assessment (PISA), there are four mathematics contents: Space and Shape, Change and Relationship, Quantity, and Uncertainly and Data. The purpose of this study is to identify the learning obstacles experienced by students in the Space and Shape content. This study used a qualitative approach using dedactical design research. With 16 learners, this research was conducted at SMP PST Guppi Samata class IX. The instruments used in data collection are tests and non-tests. The test material consists of questions about mathematical literacy skills level 3, 4, and 6 using flat-sided space building material. The non-test instruments used in collecting data are observation and documentation. Based on the research results, students experience learning difficulties in space and shape content which causes them to be less able to evaluate solutions that have been interpreted. The percentage shows that out of 16 students in class IX, 10% of them have high math ability, 60% have medium math ability, and 30% have low math ability. Efforts can be made to start with the habituation of providing basic calculations so that students can answer test questions correctly. After that, motivation can be given and encourage students to be enthusiastic in understanding the concept of critical thinking in applying the context of the problem to real objects.

Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018.

Data from international studies reveal that the mathematics literacy of Spanish students is significantly lower than that of students from nearby countries. Therefore, in recent years, interest in identifying the factors that influence students' mathematics results in Spain has grown considerably. Often, these factors are sought among the socioeconomic characteristics of the students or among variables related to the schools, ignoring the psychological and emotional factors of the students. This paper analyzes the impact of certain psychoemotional characteristics of Spanish students on their literacy in mathematics. For this purpose, multilevel regression models are applied to the data of the Spanish sample of the 2018 edition of PISA (Programme for International Student Assessment), which is composed of 35,943 15-year-old students. The instruments for data collection are the mathematics literacy tests and the contextual questionnaires on students' personal situation and well-being used by PISA. As dependent variable, students' mathematics literacy has been considered, measured through the plausible values provided by PISA, and as independent variables, different indices measuring students' psychoemotional well-being obtained from the contextual information collected by PISA. Results indicate that resilience, motivation for the achievement of learning objectives, competitiveness, perceived cooperation at school, and social connectedness with parents have a positive impact on students' mathematics literacy, while experiences related to bullying, physical self-concept, meaning in life and perceived competitiveness at school have a negative impact.

Mathematics Literacy of Grade 4 Elementary School Students in Solving HOTS Type Mathematics Problems

The purpose of this study was to determine the level of mathematical literacy possessed by students related to the completion of HOTS-type questions found in FPB and KPK content. Written exams, interviews, and documentation are the three data collection methods used in this study. The participants in this study were three children at Grade 4 Elementary School 001 Air Tiris. The level of the students' mathematical abilities ranged from high, medium, and low. The ability to solve problems and frame problems, the ability to apply mathematics, and the ability to communicate are the three components of mathematical literacy skills used in this study. The results of the study show that the use of HOTS-type math problems for learning mathematics improves problem solving, application of mathematics, and communication. According to the introduction to the section, There are still wrong answers, so each student's mathematical literacy is unique. Students have demonstrated the ability to understand and construct problems, particularly in the areas of problem solving and problem formulation. Students' conceptual and procedural problem-solving abilities in mathematics are limited, and this limits their ability to adequately apply mathematics to real-world situations. In terms of communicating, not all students are able to write responses in a logical way. In addition, they do not write down clear problem-solving strategies and do not include conclusions.

Students Mathematical Literacy Viewed from Cognitive Style: Systematic Literature Review

This study aims to describe the results of research on students' mathematical literacy analyzed based on cognitive styles. This study used Systematic Literature Review (SLR) method. The sample in this study were 11 articles regarding students' mathematical literacy viewed from cognitive styles which were published in 2018 to September 2022 and were located in Indonesia. The results of this study will be reviewed based on the year of publication, level of education, research location, and to find out the description towards students mathematical literacy viewed from cognitive style. By using the SLR method, it was found research on students' mathematical literacy viewed from cognitive styles got a lot of attention every year, most of this research was conducted at the senior high school (SMA) education level, and most of this research was carried out in the Java island. In addition, by synthesizing the results of research on students' mathematical literacy viewed from cognitive style with the help of Atlas.ti, it was found that cognitive style influences students characteristic in using their mathematical literacy

The Effect of Mathematical Modeling Activities Based on STEM Approach on Mathematics Literacy of Middle School Students

The aim of this study is to examine the effects of mathematical modeling activities related to STEM approach on mathematical literacy levels and achievements of secondary school students. The universe of the research consists of eighth grade students studying in a public school in the district of Iskenderun in Hatay province in the 2020-2021 academic year. The study group consists of 66 students determined according to the criterion sampling method. 33 of these students were determined as the experimental group and 33 as the control group. "Mathematics Literacy Scale", "Mathematics Literacy Achievement Test" and "Semi-structured interview form about mathematical modeling activities based on STEM approach" were applied as data collection tools. In the study, while mathematical modeling activities based on STEM approach were applied to the experimental group, the control group was taught according to normal mathematics curriculum. As a result of the research, it was found that the mathematics literacy levels and achievements of the students developed positively.

The Use of Problem Based Learning-Based Electronic Student Worksheets (E-LKPD) as an Effort to Improve Elementary School Student Mathematical Literacy

The rapid development of the 21st century must be followed by excellent human resources (HR) so that people can adapt and even contribute to this development. One of the essential skills in building the 21st century is mathematical literacy. Knowing the importance of mathematical literacy, the development of this competence in the learning process must also be maximized. The government has been emphasizing building excellent and competent generations according to the needs of the 21st century through the learning program policy. The integration of mathematical literacy into learning activities seems to have been implemented, although it is not optimally implemented yet. Communication, technology, and values are three important things that must be considered by educators in attempting to develop student literacy skills. The purpose of this study is to describe the importance of using Problem Based Learning (PBL)-based E-LKPD for learning so that in the implementation of this research, the study literature method will be used by collecting the reference sources relevant to the topic from various scientific researches. The results showed that PBL-based E-LKPD was considered capable to be one of the solutions in the attempt of developing students’ mathematical literacy, as well as in the literature aspect, this PBL-based E-LKPD is highly supportive to be applied to a wider learning scale.

Thinking Process Analysis (Assimilation, Accommodation, Abstraction) Mathematics Ability of Junior High School Students in terms of Learning Style

The purpose of this research is to know the thinking processed of student’s mathematical literacy abilities in terms of auditory, visual and kinesthetic learning styles. This research is an exploratory study with a qualitative approach. This research was conducted in Junior High Schools classified as Excellent in Meulaboh Regency. The subjects in this study were students of class IX MTsN 3 Aceh Barat who had the high-level ability and were able to solve math literacy problems, besides the subject was also chosen based on learning styles. The results showed that there was no significant difference in students mathematical literacy thinking processes based on visual learning styles is the process of assimilation and abtarksi thinking. Subjects with auditory learning styles, the thought processes of accommodation and abstraction for the kinesthetic learning styles, the processes of thinking, assimilation and abstraction.

Prediction of the Factors Affecting PISA Mathematics Literacy of Students from Different Countries by Using Data Mining Methods

The purpose of this study is to predict the mathematical literacy levels of the students participating in the research through the data obtained from PISA 2015 exam organized by OECD using data mining and to determine the variables that affect mathematics literacy. For this purpose, students' mathematics literacy levels and the variables that affect their mathematics literacy levels were analyzed separately for 6 different countries at different proficiency levels. The population of the research is 519334 students from 72 countries, who have taken PISA 2015 exam. The sample that was determined according to the purpose of the study consists of a total of 34,565 students from Singapore, Japan, Norway, the USA, Turkey, and the Dominican Republic, which have been observed to be at different proficiency levels. In the first stage of the study, analyzes were performed using data mining prediction methods. At this stage, WEKA program was employed and M5P algorithm, which is one of the most common methods, was used. In the second stage of the research, the output variable was predicted from the input variables using Artificial Neural Networks methods to determine the extent to which decision trees obtained by M5P prediction method produce valid results. In the analyzes carried out in MATLAB program, the relationship between students' actual math literacy scores and literacy scores predicted from input variables was examined. As a result of the study, the variables that affect mathematics literacy were found to be the socio-economic status index for Singapore, Norway, the United States, Turkey, and Dominic. On the other hand, the variables influencing mathematics literacy for Japan were found to be mathematics learning time and father's education level. The consistency of the results was as follows: 86.10% for Singapore, 40.26% for Japan, 30.10% for Norway, 39.15% for America, 26.43% for Turkey, and 29.24 % for Dominic. As a result of the study, a differentiation was found among the variables that affect mathematics literacy of the countries at different proficiency levels.

The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students\u2019 scientific and mathematical literacies

BackgroundThe recommendation from national documents and reports to promote inquiry-related science activities has not been supported by recent studies, which have found the overall frequency of inquiry activities to be negatively associated with student learning outcomes. This study was inspired by such conflicting reports and aimed to clarify the associations of science-specific, inquiry-related activities and epistemological beliefs with students’ mathematical and scientific literacies.ResultsA secondary analysis of the database from the Programme for International Student Assessment 2015 of Australia (N1 = 14,530) and Taiwan (N2 = 7708) utilizing structural equation modelling revealed that these two countries exhibited similar data patterns. Results suggested that open-inquiry activities (such as debating and planning experiments) had a negative relationship with secondary students’ mathematical and scientific literacies. Structured inquiry learning (such as students explaining their ideas and teacher explaining how an idea can be applied to different phenomena) and epistemological beliefs about science were significant and positive predictors of student mathematical and scientific literacy performance.ConclusionsThe current study further highlights and provides empirical evidence that the teacher’s role in structured inquiry (especially pertaining to the relevance and applicability of these ideas) appears to be essential to the development of student literacy. Educational implications and recommendations are discussed.

Levels of Students Mathematics Literacy Using Indonesian Culture Context

Mathematics literacy becomes an important component to be able to build 21st century skills. Indonesian culture contexts is used because culture is closely related to the environment and daily lives of students. The aim of this research was to describe the achieving level of mathematics literacy of students using Indonesian culture contexts. This was descriptive research with a qualitative approach. Four students in eighth grade with high mathematical ability and average mathematical ability were chosen to be the subjects from this research. The data was collected by test and interview. The instrument in this research was mathematics literacy test used Indonesian culture context with level 1 to 6 and interview guidelines. The analysis result showed that A1 and A2 (students with average mathematical ability) can achieve at level 3 mathematics literacy indicators. While H1 (student with high mathematical ability) achieve at level 3 mathematics literacy indicators, then H2 (student with high mathematical ability) can achieve at level 4 mathematics literacy indicators. In this research all of the students still cannot achieve at level 5 and level 6 mathematics literacy.

Students' Mathematical Literacy on The Performance of PISA Questions: What Is Gender Correlation?

Descriptive research with a qualitative approach method is used because it is accordance with the research objectives, namely to describe students' mathematical literacy towards the performance of the PISA questions in terms of gender. The subjects in this study were two students that 1 male and 1 female in the high math ability of category in grade 9 of junior high schools. Subjects were selected by purposive sampling by giving a mathematical ability test to 25 students to see their mathematical abilities, then also taking into account the mathematics teaching teacher, two students were obtained as research subjects in accordance with the purpose of the study, namely to describe students' mathematical literacy based on gender, especially students with high mathematical abilities.The instrument used was a mathematical ability test and a mathematical literacy test as well as an interview guide as research data. Based on data analysis, there is an influence of gender on students mathematical literacy level. Female’s mathematical iteracy is better than male’s mathematical literarcy, so there needs to be efforts to improve learning from both teachers and schools so that there are no longer differences in abilities between male and female, and gender does not affect mathematical literacy.

Applying Mamdani’s method to categorize mathematical literacy of public middle school students in Kupang

The study objective was to describe the application of Mamdani’s fuzzy inference method to the categorization of public middle school students’ mathematical literacy in Kupang, East Nusa Tenggara. Having been done not only because of the low achievement of Indonesian 15-year-old students in PISA, but the research has also become the answer to the lack of surveys regarding students’ mathematical literacy in Kupang. Consequently, this study provides valid and actual data that the government should refer to. As many as 377 respondents of ninth-grade students from public schools were selected using a two-stage cluster randomized sampling so that they could best represent six districts in Kupang. Their ability was evaluated by fifteen math literacy problems adopted from PISA 2012 and the products of some development research; as a result, the reliability could be assured. At the fuzzification stage, scores obtained from three process domains of math literacy: formulating, employing, and interpreting, became the crisp input since those domains were the input variables. After being analyzed, the scores then produced crisp output indicating student mathematical literacy–as the output variable–at the defuzzification stage. Overall, public middle school students’ mathematical literacy in Kupang was classified as a low group.

Student Mathematical Literacy Skill of Madrasah in Indonesia with Islamic Context

AbstractMathematical literacy (ML) skill is important because the activities of everyday life are related to mathematics and require prompt and in-depth understanding. Therefore, this study aims to examine the ML skill of madrasah students in Indonesia both as a whole and based on the level of madrasah (MI, MTs, and MA). The sampling technique was then adopted Random Assignment, which obtained a total of 3,285 students from 26 regions in Indonesia. Furthermore, a qualitative descriptive method with a survey technique was used. The instrument used for the was the PISA design with an Islamic context in the form of a description. The results showed the ML skill of madrasah students in Indonesia has an average of 17.23%, with Madrasah Ibtidaiyah (MI) having 6.39%, Madrasah Tsanawiyah (MTs) with 20.01%, and Madrasah Aliyah (MA) with 25.29%. The low ML skill is because most of the students do not understand the context in the questions. The context in the assessment of this skill is important because it helps students to remember what they have learned, relate them to the problems, and offer a solution that fits the given context. Another cause is the lack of using problems that have the characters of PISA questions in the learning process. Therefore, the students are less trained in working on contextual questions and require high-level thinking.AbstrakKemampuan literasi matematis sangat penting karena kegiatan yang dilakukan manusia dalam kehidupan sehari-hari banyak sekali yang berkaitan dengan matematika dan memerlukan pemahaman literasi dalam penyelesaiannya. Penelitian ini bertujuan untuk mengkaji kemampuan literasi matematis siswa madrasah di Indonesia baik secara keseluruhan maupun berdasarkan tingkat madrasah (MI, MTs, dan MA). Penelitian ini dilaksanakan di 26 wilayah yang ada di Indonesia dengan teknik sampling yang digunakan adalah Random Assignment dan diperoleh sampel penelitian sebanyak 3285 siswa. Metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan teknik survey. Instrumen penelitian yang digunakan dalam penelitian ini berupa instrumen tes kemampuan literasi matematis menggunakan desain PISA dengan konteks keislaman yang berbentuk uraian. Hasil penelitian ini menunjukkan bahwa kemampuan literasi matematis siswa madrasah di Indonesia memiliki rata-rata 17, 23%. Kemampuan literasi matematis untuk siswa Madrasah Ibtidaiyah (MI) sebesar 6,39%, untuk siswa Madrasah Tsanawiyah (MTs) sebesar 20,01% dan untuk siswa Madrasah Aliyah (MA) sebesar 25,29%. Salah satu penyebab rendahnya kemampuan literasi matematis siswa madrasah di Indonesia dikarenakan kebanyakan siswa tidak memahami konteks dalam soal. Konteks dalam penilaian literasi matematis merupakan hal yang sangat penting, sebab konteks membawa pola pikir siswa untuk mengingat ulang konsep-konsep yang telah dipelajarinya, menghubungkan dengan permasalahan yang ada dalam konteks, kemudian memformulasikan suatu solusi yang sesuai dengan konteks yang diberikan. Penyebab lain adalah kurangnya penggunaan masalah yang memiliki karakter seperti soal PISA dalam proses pembelajaran sehingga siswa kurang terlatih dalam mengerjakan soal yang kontekstual dan menuntut untuk berpikir tingkat tinggi. How to Cite: Kurniawati, L. Miftah, R., Kadir, Muin, A. (2021). Student Mathematical Literacy Skill of Madrasah in Indonesia with Islamic Context. TARBIYA: Journal of Education in Muslim Society, 8(1), 108-118. doi:10.15408/tjems.v8i1.3184.