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Kajian Literasi Statistik pada Jenjang Pendidikan di Indonesia Ema Butsi Prihastari; Sukestiyarno Sukestiyarno; Kartono Kartono
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 8 No 2 (2022)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202282.250

Abstract

This study aims to describe the definition of statistical literacy carried out in mathematics learning and its indicators by reviewing and analyzing the results of related research conducted from 2012 to 2022 in Google Scholar using publish or perish software. The method used is a literature review by selecting articles that have been published and in accordance with keywords. There were 11 articles published in relevant national and SINTA journals. The results of the research found can answer research questions, as follows: (a) the definition of statistical literacy is the ability used by a person by using statistical procedures on qualitative and quantitative data which begins with understanding data, processing data, presenting data, interpreting data, and making conclusions used to solve daily problems. And statistical literacy indicators are obtained, namely,1) reading to understand the data, 2) analyzing the data, 3) presenting the data, 4) interpreting the data, and 5) concluding or presenting the data. Research on statistical literacy variables is mostly carried out in universities with qualitative research types
STUDENTS MATHEMATICAL LITERACY VIEWED FROM CURIOSITY IN PROBLEM BASED LEARNING Ahmad Halimy Nugroho; Sukestiyarno Sukestiyarno; Iqbal Kharisudin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.12407

Abstract

Mathematical literacy may be described as the capacity of an individual to comprehend, mobilize, and communicate mathematical reasoning across diverse life situations in order to resolve problems meaningfully. One instructional approach frequently associated with strengthening this competence is Problem-Based Learning (PBL), which situates students within authentic problem scenarios and compels active reasoning engagement rather than passive reception. The present inquiry intends to explore and portray students’ mathematical literacy achievement through E-Module-supported PBL, interpreted through the stratification of students’ curiosity levels. The research method used is qualitative descriptive. This study analyzes and describes students’ mathematical literacy abilities based on categories of student curiosity. The research subjects involved 10th-grade PM 2 students at SMKN 1 Kendal for the 2024/2025 academic year. Empirical findings indicate that learners categorized with elevated curiosity demonstrate mastery across all mathematical literacy indicators, whereas those within moderate and low curiosity tiers exhibit constraints particularly during interpretation and evaluative stages of solution processes. These results accentuate the salience of affective disposition especially curiosity in maximizing mathematical literacy within problem-based environments.