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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Indonesia Jurnal Elemen Numeracy : Jurnal Ilmiah Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika (JPM) Jurnal PEKA (Pendidikan Matematika) Jurnal Ilmiah Wahana Pendidikan EMTEKA: Jurnal Pendidikan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Edumatika Edumatica: Jurnal Pendidikan Matematika Jurnal Karya Abdi Masyarakat Jurnal Pengabdian Masyarakat Pinang Masak ABDIKOM
Junita, Ranisa
Pendidikan Matematika Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Revealing the Numeracy Skills of Eighth-Grade Students in Solving PISA 2022 Quantity Content Problem Jihan Adi Pradypta; Duano Sapta Nusantara; Ranisa Junita; Florante P Ibarra
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.6153

Abstract

This study is qualitative descriptive research that aims to describe eighth-grade students’ numeracy skills in solving a PISA 2022 quantity content problem. This focus is important because PISA-type tasks require reasoning, quantitative interpretation, and decision-making skills that are essential for students’ mathematical literacy in real-life situations. Thirty-two eighth-grade students of a junior high school in Jambi, Indonesia, participated in this study. Data were collected through a written test adapted from the PISA 2022 released items and follow-up interviews with selected students. The results showed that most students demonstrated low numeracy performance, particularly in interpreting information, performing multi-step calculations, and drawing correct conclusions. Only a small number of students were able to meet the expected indicators of numeracy skills. These findings indicate that students have not yet fully met the cognitive demands of PISA quantity tasks. The results highlight the need for instruction that provides more opportunities for students to practice contextual quantitative reasoning. For classroom practice, teachers are encouraged to incorporate multi-step contextual tasks that gradually strengthen students’ interpretation, strategy selection, and reasoning abilities. The findings also serve as a basis for further research on developing PISA-type jumping tasks adapted to relevant local contexts to support students’ numeracy skills.
Investigating students’ mathematical literacy: How students solve PISA-like problems in the Jambi context Tria Gustiningsi; Feri Tiona Pasaribu; Ranisa Junita; Zaleha Ismail
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.34156

Abstract

Mathematical literacy is essential for preparing students to solve real-world problems, yet the cognitive processes underlying context-based problem solving remain insufficiently understood. In the PISA framework, mathematical literacy involves the ability to formulate, employ, and interpret mathematics in meaningful contexts. Previous studies have focused primarily on outcomes rather than the processes involved, particularly within local cultural settings such as Jambi. Given the persistent underperformance of Indonesian students in PISA, examining mathematical literacy in a local context is important. This study aimed to analyze students’ mathematical literacy processes using Jambi-based contextual tasks. A qualitative descriptive design was employed involving 24 seventh-grade students selected through purposive sampling to represent high, moderate, and low ability levels. Data were collected through PISA-like written tests and semi-structured interviews and analyzed based on the processes of formulate, employ, and interpret/evaluate. The results showed that 68.06% of students were able to formulate problems, 52.78% successfully employed appropriate mathematical procedures, and only 34.72% correctly interpreted and evaluated solutions. These findings indicate that students experience the greatest difficulty in connecting mathematical results to real-life situations. The research process-oriented assessment and culturally contextualized tasks strengthen students’ interpretative and evaluative competencies in mathematical literacy.
PROFILE OF STUDENTS’ MATHEMATICAL LITERACY IN THE PYTHAGOREAN THEOREM BASED ON RASCH ANALYSIS Linca Rotua Nian Sitompul; Syamsir Sainuddin; Ranisa Junita
Jurnal Numeracy Vol 13 No 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v13i1.3848

Abstract

This study aims to provide an overview of students’ mathematical literacy on the topic of the Pythagorean Theorem through a Rasch model analysis. The study focuses on identifying the level of difficulty of mathematical literacy indicators and mapping students’ abilities across these indicators. A quantitative descriptive approach with diagnostic analysis was employed. The participants consisted of twenty-two ninth-grade students from a junior secondary school in Jambi City selected through incidental sampling. The research instrument was a single open-ended problem developed based on seven mathematical literacy indicators referring to fundamental mathematical capabilities. The data were analysed using the Rasch model by examining key outputs, including person summary, item difficulty, reliability, and the Wright map. The results indicate that students’ abilities are generally below the level of item difficulty and that the mapping of abilities has not yet shown sufficient stability. The variation in item difficulty shows that representation, the use of mathematical tools, and symbolic language are relatively easier, while communication, problem-solving strategies, and reasoning tend to be more difficult. These findings indicate a difference between students’ abilities and the demands of the indicators, particularly in modelling, explanation, and reasoning.
An Analysis of Students’ Creative Thinking Errors in Solving Polyhedra Problems Erma Jumariah; Husni Sabil; Ranisa Junita
Jurnal Pendidikan Matematika (JPM) Vol 11 No 2 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i2.24683

Abstract

Creative thinking skills are important in mathematics learning, especially in geometry, which requires students to generate ideas, choose alternative strategies, and construct flexible representations of spatial figures. However, students' creative abilities in polyhedra are still relatively low. This study aims to describe junior high school students' creative thinking errors in solving problems on flat-sided spatial figures based on indicators of fluency, flexibility, and originality. This study employed a qualitative descriptive approach. Initially, 35 ninth-grade students completed a creative thinking test on polyhedra problems, and three ninth-grade students who exhibited the highest number of errors were selected through purposive sampling for in-depth analysis. The research instrument was a creative thinking skill essay test with open-ended questions about polyhedra. The results showed that students' creative thinking abilities were in the low category, with fluency scores of 38%, flexibility scores of 32.5%, and originality scores of 21.7%. Qualitatively, students tended to produce similar container shapes, explored few variations in shape, and showed few truly new ideas. Students made mistakes in providing ideas, incorrectly converted information into solid elements, and wrote answers that could not be realized as three dimensional solids. Overall, the study concludes that students’ creative thinking skills in solving polyhedra problems still require enhancement through learning strategies that promote idea exploration and foster a deeper understanding of polyhedral concepts.
Enhancing Teachers’ Competence in Developing Pisa-Based Assessment Items Through Jumping Task Training at Al-Arief Islamic Senior High School Nusantara, Duano Sapta; Gustiningsi, Tria; Pasaribu, Feri Tiona; Sainuddin, Syamsir; Junita, Ranisa; Ramalisa, Yelli; Isnania, Isnania
Jurnal Karya Abdi Masyarakat Vol. 10 No. 1 (2026): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teh4xr35

Abstract

This community service program aimed to enhance teachers’ understanding of the conceptual framework of the Programme for International Student Assessment (PISA) and improve their skills in developing locally contextualized assessment items. This program was implemented using a community-based action research approach, involving systematic stages of planning, action, observation, and reflection carried out collaboratively with participating teachers. The activity responded to teachers’ limited ability to design questions requiring critical thinking and problem-solving, as well as their lack of experience in applying contextual tasks in classrooms. The program involved conceptual framework dissemination, training and mentoring on item development, classroom implementation, and evaluation through pre-tests, post-tests, response sheets, and classroom observations. Twenty-one participants, including teachers from Al-Arief Islamic schools and students from Jambi University, actively engaged in all stages. Results showed an increase in average scores from 2.62 to 4.04, with an N-Gain of 0.60 (moderate). Teachers’ knowledge, experience with assessment tasks, and problem-solving strategies all improved significantly. The novelty lies in integrating local contexts into item design, which strengthened teachers’ conceptual understanding and readiness for classroom implementation. The training proved effective in building teachers’ capacity and supporting more relevant and contextual teaching practices.
Co-Authors Ade Kumalasari Dewi Iriani Dewi Iriani Duano Sapta Nusantara Duano Sapta Nusantara Erma Jumariah Feri Tiona Pasaribu Florante P Ibarra Hidayat, Ayu Wahyuni Husni Sabil Isnania Isnania Jihan Adi Pradypta Kamid, Kamid Linca Rotua Nian Sitompul Manalu, Irma Yohana Marlina Marlina Marlina Marlina Nizlel Huda Novita, Amalia Oktaviani, Dika Rachmawati, Ira Rasyid, Milla Rodhiana Rohati Rohati Rohati Roseli Theis Roseli Theis Sainuddin, Syamsir Sela Michella O. U. Simanjuntak Sri Winarni Sri Winarni Sridiasih, Imelda Nur Isnaini Sufri Sufri Tria Gustiningsi vini, Vini Viona Yuliza Yelli Ramalisa Zaleha Ismail