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All Journal EMTEKA: Jurnal Pendidikan Matematika Edumatika Eureka: Journal of Educational Research
Duano Sapta Nusantara
Universitas Jambi, Indonesia
Computer Science & IT Education Mathematics Social Sciences

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Exploration of students’ errors in solving PISA problems on the uncertainty and data content Mario David Turnip; Feri Tiona Pasaribu; Duano Sapta Nusantara
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): Contextual, Socio-Cultural, and Pedagogical Dynamics in Teaching and Learning
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.93

Abstract

Indonesian students’ relatively low performance in PISA has been closely linked to their difficulties in applying mathematical knowledge to real-world contexts, which often led to errors. The main objective of this study was to explore the types of mistakes students made when solving PISA-type questions within the content area of uncertainty and data. This research was qualitative descriptive in nature. The research subjects consisted of five ninth-grade students from a junior high school in Jambi Province, selected based on teacher recommendations. Data were collected through tests and interviews. The results of the study showed that students frequently made mistakes at the stage of writing the final answer, primarily due to difficulties in interpreting the given information and focusing too heavily on calculation procedures while overlooking what the problem was actually asking. These findings provide a basis for further research on analyzing students’ mathematical literacy skills in solving PISA questions, particularly within the domain of uncertainty and data.
Revealing the Numeracy Skills of Eighth-Grade Students in Solving PISA 2022 Quantity Content Problem Jihan Adi Pradypta; Duano Sapta Nusantara; Ranisa Junita; Florante P Ibarra
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.6153

Abstract

This study is qualitative descriptive research that aims to describe eighth-grade students’ numeracy skills in solving a PISA 2022 quantity content problem. This focus is important because PISA-type tasks require reasoning, quantitative interpretation, and decision-making skills that are essential for students’ mathematical literacy in real-life situations. Thirty-two eighth-grade students of a junior high school in Jambi, Indonesia, participated in this study. Data were collected through a written test adapted from the PISA 2022 released items and follow-up interviews with selected students. The results showed that most students demonstrated low numeracy performance, particularly in interpreting information, performing multi-step calculations, and drawing correct conclusions. Only a small number of students were able to meet the expected indicators of numeracy skills. These findings indicate that students have not yet fully met the cognitive demands of PISA quantity tasks. The results highlight the need for instruction that provides more opportunities for students to practice contextual quantitative reasoning. For classroom practice, teachers are encouraged to incorporate multi-step contextual tasks that gradually strengthen students’ interpretation, strategy selection, and reasoning abilities. The findings also serve as a basis for further research on developing PISA-type jumping tasks adapted to relevant local contexts to support students’ numeracy skills.
bahasa inggris Indri Margaretha; Duano Sapta Nusantara; Rohati Rohati
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11303

Abstract

Despite the growing integration of Artificial Intelligence (AI) in education, there remains a critical gap in research that specifically synthesizes how AI tutors interact with diverse learning styles to influence students' numeracy literacy. Previous studies tend to address AI in education or learning styles in isolation, without examining their intersecting effects on numeracy outcomes. This study aims to map the profile of students' numeracy literacy across learning styles when using an AI tutor, analyze student interaction patterns with AI tutor features, and identify factors influencing numeracy literacy outcomes. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, analyzing 14 peer-reviewed articles published between 2018 and 2025 from Scopus and ScienceDirect databases. Bibliometric analysis using VOSViewer identified four conceptual clusters with "numeracy literacy," "learning style," "artificial intelligence," and "ChatGPT" as central nodes. Findings reveal that AI tutors demonstrate significant potential to improve numeracy literacy with gains of 28.7%–32% across studies by adapting to Visual, Auditory, Read/Write, and Kinesthetic (VARK) learning preferences, with visual learners showing the highest gains. This review provides a novel synthesis by integrating AI tutor effectiveness with learning style perspectives in numeracy literacy, offering theoretical and Meskipun integrasi kecerdasan buatan (AI) dalam pendidikan semakin meluas, masih terdapat kesenjangan penelitian mensintesis bagaimana AI tutor berinteraksi dengan berbagai gaya belajar untuk memengaruhi literasi numerasi siswa. Studi-studi sebelumnya cenderung mengkaji AI dalam pendidikan atau gaya belajar secara terpisah, tanpa meneliti efek persilangannya terhadap hasil numerasi. Penelitian ini bertujuan untuk memetakan profil literasi numerasi siswa ditinjau dari gaya belajar dalam penggunaan AI tutor, menganalisis pola interaksi siswa dengan fitur AI tutor, serta mengidentifikasi faktor-faktor yang memengaruhi hasil literasi numerasi. Systematic Literature Review (SLR) dilakukan mengacu pada panduan PRISMA , dengan menganalisis 14 artikel jurnal ilmiah yang diterbitkan antara tahun 2018- 2025 dari database Scopus dan ScienceDirect. Analisis bibliometrik menggunakan VOSViewer mengidentifikasi empat klaster konseptual dengan "literasi numerasi," "gaya belajar," "kecerdasan buatan," dan "ChatGPT" sebagai simpul sentral. Temuan menunjukkan bahwa AI tutor memiliki potensi signifikan dalam meningkatkan literasi numerasi dengan peningkatan 28,7%–32% lintas studi melalui adaptasi terhadap preferensi belajar Visual, Auditori, Read/Write, dan Kinestetik (VAK), dengan siswa visual menunjukkan peningkatan tertinggi. Tinjauan ini memberikan sintesis baru dengan mengintegrasikan efektivitas AI tutor dan perspektif gaya belajar terhadap literasi numerasi, sekaligus menawarkan implikasi teoritis dan praktis dalam mengembangkan strategi pembelajaran berdiferensiasi yang terintegrasi AI.
Co-Authors Feri Tiona Pasaribu Florante P Ibarra Indri Margaretha Jihan Adi Pradypta Mario David Turnip Ranisa Junita Rohati Rohati