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All Journal Mathematics Education Journal
Ratu Ilma Indra Putri
Mathematics Education, Universitas Sriwijaya, Palembang, Indonesia
Education Mathematics Other

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Assessment Frameworks Utilized by PIAAC for Evaluating Adult Problem-Solving Skills Zulkardi; Ratu Ilma Indra Putri; Ahmad Fauzan; Laela Sagita; Rizha Alfajri; Sary Silvhiany; Viona Adelia; Yentri Anggeraini; Dhea Anisah Putri; Niken Wahyu Utami; Nendra Mursetya Somasih Dwipa; Rahma Siska Utari; Yovika Sukma; Dea Alvionita Azka; Rafki Nasuha Ismail; Novita Sari; Aqilul Asra; Nadya Fitriani
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i2.pp423-448

Abstract

This study explores the assessment framework used in the Programme for the International Assessment of Adult Competencies (PIAAC) to evaluate adult problem-solving skills, focusing on its conceptual. In response to the increasing global demand for foundational and adaptive skills, PIAAC serves as a key international tool for measuring literacy, numeracy, and problem-solving in technology-rich environments. A systematic literature review (SLR) was conducted using PRISMA 2020 guidelines, analyzing 27 Scopus-indexed studies published between 2015 and 2026. The methodological quality of these studies was evaluated using the Mixed Methods Appraisal Tool (MMAT). The findings indicate that the PIAAC framework conceptualizes adult competencies as multidimensional, functional, and context-dependent, extending beyond basic literacy and numeracy. These competencies are essential for effective problem-solving in real-life and digital contexts. The framework employs a comprehensive design that integrates cognitive skills, background variables, task features, and advanced analytical models to assess diverse populations. Moreover, the inclusion of technology-rich tasks and log file data highlights that competence emerges through dynamic interactions between individuals and their environments. Overall, PIAAC provides an integrative framework linking competencies, cognitive processes, and real-world outcomes.
Designing a Contextual Numeracy Assessment for Adult Learners: Evidence from Readability Testing Based on the PIAAC Framework Laela Sagita; Niken Wahyu Utami; Nendra Mursetya Somasih Dwipa; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Ahmad Fauzan
Mathematics Education Journal Vol. 20 No. 3 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i3.pp671-692

Abstract

Adult numeracy plays a crucial role in adults’ ability to engage in everyday problem-solving, work, and lifelong learning. However, Indonesia lacks readily accessible assessment tools for contextual numeracy that conform to international standards and are relevant to adult mathematics education. This study reports on the initial development and qualitative evaluation of a contextual numeracy assessment instrument inspired by the Programme for the International Assessment of Adult Competencies (PIAAC), with a focus on its suitability for adult mathematics education. The instrument was developed through domain mapping and item design aligned with the PIAAC numeracy framework, followed by expert validation via focus group discussions (FGD). This qualitative study developed the instrument through three stages: drafting, cultural contextualization, and scoring rules development. Empirical evidence was obtained through readability involving 10 adult participants and cognitive reviews involving eight reviewers, who served as the primary data source for this study. Participants completed selected numeracy items and engaged in brief cognitive interviews using questionnaires. Qualitative data were analyzed using iterative thematic coding, with coding categories refined through consensus discussions, to identify issues related to understanding instructions, interpreting information, and numerical units, and understanding tables and graphs, as well as sources of confusion arising from contextual or representational features. The findings provide preliminary evidence to support continued refinement and future quantitative validation of contextual numeracy assessments for adult learners. From a mathematics education perspective, this study highlights the importance of readability and cognitive review in developing adult numeracy assessments that accurately capture mathematical literacy in real-life contexts. The refined instrument provides a foundation for future quantitative pilot testing and offers methodological insights for the development of contextual numeracy assessments in adult mathematics education.
A Cultural Project-Based Learning Framework for Numeracy Integration: Insights from Palembang Mathematics Classrooms Ratu Ilma Indra Putri; Zulkardi Zulkardi; Laela Sagita; Viona Adelia; Novita Sari; Yovika Sukma; E.I Pusta Siligar
Mathematics Education Journal Vol. 20 No. 4 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Integrating numeracy learning with meaningful real-life and cultural contexts remains a challenge in mathematics education, as classroom practices often emphasize procedural skills detached from students’ lived experiences. This study aims to develop and evaluate a project-based learning, Proyek New Pempek Matematika—a culturally contextualized math project—that integrates mathematical concepts, numeracy, and local cultural wisdom from South Sumatra. This study employed a mixed-method approach involving five junior high schools (one class per school, 30–32 students) and followed a three-stage procedure (design adaptation, implementation, and cross-case analysis), with triangulated data collected through observations, interviews, questionnaires, and numeracy tests and analyzed using thematic analysis. Results indicate that the project-based learning environment, Proyek New Pempek Matematika, achieved high feasibility, as evidenced by positive evaluations from teachers, students, and experts, and improved students’ numeracy performance and conceptual understanding. Teachers demonstrated high usability ratings and sustained intention to implement the learning environment, while students showed increased engagement and an enhanced ability to apply mathematical reasoning in real-world contexts. This study provides a validated framework for integrating local cultural context into project-based numeracy learning impact on students’ numeracy performance. The findings offer practical implications for designing culturally contextualized mathematics instruction that supports students’ real-world problem-solving.
Co-Authors Ahmad Fauzan Aqilul Asra Dea Alvionita Azka Dhea Anisah Putri E.I Pusta Siligar Laela Sagita Laela Sagita Nadya Fitriani Nendra Mursetya Somasih Dwipa Nendra Mursetya Somasih Dwipa Niken Wahyu Utami Niken Wahyu Utami Novita Sari Rafki Nasuha Ismail Rahma Siska Utari Rizha Alfajri Sary Silvhiany Viona Adelia Viona Adelia Yentri Anggeraini Yovika Sukma Zulkardi Zulkardi Zulkardi