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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 Dian Kurniati Dinawati Trapsilasiwi Hasan Basri Intan Dwi Hastuti Ismail, Norulhuda 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