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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Pedagogy and Teacher Education Asimtot : Jurnal Kependidikan Matematika Fraktal: Jurnal Matematika dan Pendidikan Matematika Haumeni Journal of Education EJOIN : Jurnal Pengabdian Masyarakat Jurnal Lentera Pengabdian Kelimutu Journal of Community Service Journal of Character and Elementary Education Jurnal Pengabdian Masyarakat
Daniel Williams Fointuna
Universitas Nusa Cendana
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Towards Gender Equality in STEM Fields: Gender Similarities in Students’ Mathematical Literacy Fointuna, Daniel Williams; Riegle-Crumb, Catherine
International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i1.99015

Abstract

Understanding core concepts in STEM fields requires strong mathematical literacy to solve complex problems, think analytically, and reason methodically. However, Indonesian students continue to score low in international assessments such as PISA, with gender disparities favoring boys reported in some countries. This study investigates gender differences in mathematical literacy performance among public middle school students in Kupang, a region with limited prior research on this topic. Using secondary data from a school-based survey involving 377 students selected through two-stage cluster random sampling, we analyzed test scores across overall performance, content domains, and process domains. After confirming assumptions of normality and homogeneity, gender-based comparisons were conducted using one-way ANOVA. Results indicate no statistically significant gender differences in overall mathematical literacy, nor in any content (quantity, change and relationship, space and shape, uncertainty and data) or process domains (formulating, employing, interpreting). Effect size calculations also confirmed the absence of a gender gap. These findings support the gender similarities hypothesis and suggest that both boys and girls are equally capable in mathematical reasoning. Promoting this equality can help counter gender stereotypes and foster balanced participation in STEM fields. Educators and policymakers should leverage these insights to design equitable math instruction and encourage greater female representation in mathematics-intensive careers
Co-Authors Agapitus Hendrikus Kaluge ALOYSIUS JOAKIM FERNANDEZ Antonius Suban Hali Benu, Adam B. Nifu Bessie, Marfelano Daki, Sandrianus Wolo Dethan , Jimmylton Elodea, Fita Febriati Fita Febriati Elodea Ga, Paulina Riwu Kamelia Pracita Ere Koro, Maxsel Koroh, Tati Rosiana Koten, Gaudensius J. L. Lehan, Andriyani A. D. Lehan, Andriyani Afliyanti Dua Lehan, Andriyani D. Ndolu, Sumardi Nitte, Yulsy Marselina Paulina Riwu Ga Paut, Livia Eunike Ratu, Kurniayu Triastuti Riegle-Crumb, Catherine Riwu, Marchel Djami Riwu, Marchel H. Djami Saleh, Siti Aisyah Sandrianus Wolo Daki Siti Aisyah Saleh Tafuli, Anna Trifonia Taty Rosiana Koroh Tnunay, Samuel Vera Rosalina Bulu