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All Journal Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Ulfa, Mahfudzah
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Analyzing Students’ Numeracy Skills in Personal Context Problems: A Study of the Minimum Competency Assessment (MCA) Noviani, Julia; Wahyuni, Septia; Khairani, Anisah; Ulfa, Mahfudzah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15262

Abstract

This study addresses the gap in understanding how personal context influences students’ numeracy skills, particularly in the context of the Minimum Competency Assessment (MCA) in Indonesia. The research problem centers on the challenge of engaging students with numeracy tasks that are not only mathematically relevant but also relatable to their personal experiences. While the MCA assesses mathematical reasoning and problem-solving, students often struggle to apply these skills to real-world scenarios, particularly when the context of the problems is unfamiliar or disconnected from their daily lives. This study aims to analyze the numeracy skills of eighth-grade students in solving problems with a personal context within the Minimum Competency Assessment (MCA). The study employed a mixed-methods design, integrating both quantitative and qualitative data. Quantitative data were analyzed using content validity analysis (Aiken’s V) and inter-rater reliability (Cohen’s Kappa) to assess the validity and consistency of the MCA questions. Descriptive statistics were used to analyze the students' numeracy scores. For qualitative analysis, semi-structured interviews were conducted to explore students' reasoning and problem-solving strategies. The triangulation of data from the MCA tests and interviews provided a comprehensive understanding of how students engaged with mathematical problems and applied their numeracy skills in real-world contexts. A total of 17 eighth-grade students were selected, and three students from each numeracy category; high, medium, and low were chosen using a categorization method based on standard deviation. Results showed that students with high numeracy abilities demonstrated effective problem-solving and reasoning skills, while medium and low numeracy students struggled with complex problems and real-world application. The study suggests that while personal context can enhance student engagement, its effectiveness depends on a solid foundation in numeracy skills. The findings recommend a balanced approach in teaching, strengthening foundational skills alongside contextualized learning. In conclusion, while the personal context in MCA increases student engagement and relevance, particularly among high-performing students, its effectiveness is contingent on a solid foundation in basic numeracy skills. A balanced approach that strengthens basic numeracy skills while incorporating personal contexts is necessary to foster critical thinking and effective application of mathematics across all ability levels.
Analyzing Students' Numeracy Skills in Personal Context Problems: A Study of the Minimum Competency Assessment (MCA) Noviani, Julia; Wahyuni, Septia; Khairani, Anisah; Ulfa, Mahfudzah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15262

Abstract

This study addresses the gap in understanding how personal context influences students' numeracy skills, particularly in the context of the Minimum Competency Assessment (MCA) in Indonesia. The research problem centers on the challenge of engaging students with numeracy tasks that are not only mathematically relevant but also relatable to their personal experiences. While the MCA assesses mathematical reasoning and problem-solving, students often struggle to apply these skills to real-world scenarios, particularly when the context of the problems is unfamiliar or disconnected from their daily lives. This study aims to analyze the numeracy skills of eighth-grade students in solving problems with a personal context within the Minimum Competency Assessment (MCA). The study employed a mixed-methods design, integrating both quantitative and qualitative data. Quantitative data were analyzed using content validity analysis (Aiken's V) and inter-rater reliability (Cohen's Kappa) to assess the validity and consistency of the MCA questions. Descriptive statistics were used to analyze the students' numeracy scores. For qualitative analysis, semi-structured interviews were conducted to explore students' reasoning and problem-solving strategies. The triangulation of data from the MCA tests and interviews provided a comprehensive understanding of how students engaged with mathematical problems and applied their numeracy skills in real-world contexts. A total of 17 eighth-grade students were selected, and three students from each numeracy category; high, medium, and low were chosen using a categorization method based on standard deviation. Results showed that students with high numeracy abilities demonstrated effective problem-solving and reasoning skills, while students with medium and low numeracy abilities struggled with complex problems and real-world applications. The study suggests that while personal context can enhance student engagement, its effectiveness depends on a solid foundation in numeracy skills. The findings recommend a balanced approach in teaching, strengthening foundational skills alongside contextualized learning. In conclusion, while the personal context in MCA increases student engagement and relevance, particularly among high-performing students, its effectiveness is contingent on a solid foundation in basic numeracy skills. A balanced approach that strengthens basic numeracy skills while incorporating personal contexts is necessary to foster critical thinking and effective application of mathematics across all ability levels.
Exploring the influence of Sternberg's thinking styles on students' mathematical creative problem-solving Noviani, Julia; Ahmad, Nurul Qomariyah; Dewi, Indah Puspita; Ulfa, Mahfudzah
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.68-107

Abstract

Creative thinking is an essential skill for students in the 21st century, especially in mathematics, requiring problem-solving and analytical abilities. This study aims to analyze the creative thinking abilities of high school students in solving mathematical problems, analyzed through Sternberg’s legislative, executive, and judicial thinking styles. A mixed method approach was employed, combining quantitative analysis of thinking style questionnaires and mathematics ability tests with qualitative examination of students’ creative thinking task responses and interview data. Nine students were purposively selected from the 37 participants for in-depth analysis based on their dominant thinking styles and mathematical ability levels. These students were analyzed further through their written responses and semi-structured interviews to gain deeper insights into their mathematical creative thinking processes. Students completed a mathematical creative thinking task, evaluated on four indicators: fluency, flexibility, originality, and elaboration. Findings revealed that all students were categorized at MCT Level 2 (Quite Creative), demonstrating only partial fluency and elaboration. No subject fulfilled flexibility or originality criteria, indicating limited strategic and novel thinking across styles. Interestingly, students with low mathematical ability also reached MCT Level 2, suggesting that creative thinking can be independent of academic performance. Legislative students lacked strategic variation despite their preference for autonomy, executive students relied strictly on procedural methods, and judicial students remained evaluative but unoriginal. Future research should involve a larger and more diverse sample to explore broader dimensions of students’ cognitive processes in mathematical learning. These findings imply that differentiated instruction based on thinking styles may be key to cultivating creativity in mathematics classrooms. The study underscores the need for instructional approaches emphasizing divergent thinking and creative exploration to align with diverse cognitive styles and enhance students' mathematical creativity.
Co-Authors Ahmad, Nurul Qomariyah Dewi, Indah Puspita Khairani, Anisah Noviani, Julia Wahyuni, Septia