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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JRAMathEdu (Journal of Research and Advances in Mathematics Education) Profesi Pendidikan Dasar Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Mathematics Education Journal Journal on Mathematics Education
Osman, Sharifah
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation Perspective Untu, Zainuddin; Widyasari, Tri; Hastuti, Intan Dwi; Sutarto, Sutarto; Sepeng, Percy; Kurniati, Dian; Osman, Sharifah
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 1 (2025): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14659

Abstract

This study aims to explore the role of self-regulation in enhancing mathematical literacy among high school students solving PISA Space and Shape problems. Employing a qualitative descriptive approach, data were collected through self-regulation questionnaires, PISA-based tasks, and semi-structured interviews from high school students categorized into high, moderate, and low self-regulation groups. The data analysis technique in this study consisting of three stages: data condensation, data display, and conclusion. Results reveal a strong correlation between self-regulation and mathematical literacy, with high self-regulation students excelling in formulating, employing, and interpreting mathematical problems. Moderate self-regulation students displayed partial success, while low self-regulation students struggled significantly, particularly in interpreting and validating solutions. The study underscores the importance of self-regulation strategies such as goal-setting, monitoring, and reflection in improving mathematical literacy. Instructional recommendations include structured goal-setting frameworks, reflective practices, and scaffolded tasks to support learners with varying self-regulation levels. These findings contribute to mathematics education by addressing the interplay between self-regulation and problem-solving in the underexplored Space and Shape domain. Future research should expand on these insights through larger, longitudinal studies to further validate the implications of self-regulation in educational contexts.
Co-Authors Abdullah, Abdul Halim Abdur Rahman As’ari Achmad Buchori Anandha Ardiansyah, Kamal Arika Indah Kristiana A’yun, Qurrota Dian Kurniati Didik Sugeng Pambudi Dinawati Trapsilasiwi Ervin Oktavianingtyas Hasan Basri Intan Dwi Hastuti Ismail, Norulhuda Jatmiko, Dhanar Dwi Hary Joko Sulianto . . Puguh Darmawan Rahmawati, Mira Ridho Alfarisi, Ridho Sepeng, Percy Shida, Nurul Susanto Susanto Susiswo Sutarto Sutarto Tri Widyasari, Tri Untu, Zainuddin Wasilatul Murtafiah