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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Sharifah Osman
Universiti Teknologi Malaysia
Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Other

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

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 Abdul Halim Abdullah Abdur Rahman As’ari Agustiani Putri Chuzairy Hanri Dewi Hamidah Dian Kurniati Dinawati Trapsilasiwi Dwi Ivayana Sari Hasan Basri Hery Susanto Hisyam Ihsan Hobri Intan Dwi Hastuti Milawati Milawati Mohd Salleh Abu Muhammad Abd Hadi Bunyamin Muhammad Ammar Naufal Norulhuda Ismail Nurul Shida Percy Sepeng Purwanto Purwanto Rondiyah Rondiyah Sayed Abdul Aziz Ahmady Falah Susiswo Sutarto Sutarto Tri Widyasari Untu, Zainuddin Untu Zayyadi, Moh