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All Journal Journal on Mathematics Education (JME) Jurnal Elemen
Zaleha Ismail
Universiti Teknologi Malaysia
Education Mathematics Other

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The Relationship between Emotional Intelligence and Mathematical Competency among Secondary School Students Nurul Adibah Khairiyah Mohd Nor; Zaleha Ismail; Yudariah Mohammad Yusof
Journal on Mathematics Education Vol 7, No 2 (2016)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.7.2.3534.91-100

Abstract

Anxiety towards mathematics among secondary school students have been reported. Anxiety creates strong negative emotions and can hinder a person's cognitive, learning and academic performance. Fear of mathematics came early in the educational process and if this is not handled properly, it will negatively affect the students to adulthood. In learning mathematics, emotional intelligence (EI) impacts on how a person deals with emotions, mathematics and the general self-regulations strategies that the person adopts. A study was carried out to access secondary students’ EI and their mathematical competency (MC). The EI was tested using an EI questionnaire for adolescents (IKEM-R/MEQI) consisting of 7 domains, while the MC was tested using selected questions from PISA (Programme for International Student Assessment) 2012 released items. Analysis shows that EI predict significantly students MC, but with low correlational value. Most of the respondents have moderate level of EI in all 7 domains whereby self awareness and self-regulation are the two domains with lowest scores. On the other hand, most of the students’ MC are poor. This particular research shows that EI is not a good predictor of MC which contradicts other reports. However it is suggested that the data collection can be improved by examining students’ EI while they are engaging in activities that call for MCs rather than doing it before or after the tasks. Keywords: Emotional Intelligence (EI), emotion, Mathematical Competency (MC), PISA (Programme for International Student Assessment), anxiety DOI: http://dx.doi.org/10.22342/jme.7.2.3534.91-100
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.
Co-Authors Feri Tiona Pasaribu Junita, Ranisa Nurul Adibah Khairiyah Mohd Nor Tria Gustiningsi Yudariah Mohammad Yusof