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All Journal Mathematics Education Journal
Yovika Sukma
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.
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 Niken Wahyu Utami Novita Sari Rafki Nasuha Ismail Rahma Siska Utari Ratu Ilma Indra Putri Rizha Alfajri Sary Silvhiany Viona Adelia Viona Adelia Yentri Anggeraini Zulkardi Zulkardi Zulkardi