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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 PEKA (Pendidikan Matematika) Jurnal Ilmiah Wahana Pendidikan EMTEKA: Jurnal Pendidikan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Edumatica: Jurnal Pendidikan Matematika Jurnal Karya Abdi Masyarakat Jurnal Pengabdian Masyarakat Pinang Masak ABDIKOM
Junita, Ranisa
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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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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.
Co-Authors Ade Kumalasari Dewi Iriani Dewi Iriani Duano Sapta Nusantara Feri Tiona Pasaribu Hidayat, Ayu Wahyuni Husni Sabil 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