Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Technology and Education Research
Mar Athul Wazithah T
Unknown Affiliation
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Effect of PISA-Based Mathematical Literacy on Students’ Mathematical Problem-Solving Ability in Terms of Prior Mathematical Knowledge Mar Athul Wazithah T; Norma Nasir
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.3179

Abstract

This study aims to examine the effect of PISA-based mathematical literacy on students’ mathematical problem-solving ability in terms of prior mathematical knowledge. This research employed a quantitative approach with a correlational design. The sample consisted of 60 students enrolled in a Basic Statistics course in the Actuarial Science study program at Universitas Negeri Makassar. The data were collected through tests of mathematical literacy, problem-solving ability, and prior mathematical knowledge. Data were analyzed using multiple regression with an interaction term. The results show that PISA-based mathematical literacy has a significant positive effect on students’ problem-solving ability (β = 0.528; Sig. = 0.000 < 0.05). Prior mathematical knowledge also has a significant effect (β = 0.347; Sig. = 0.000 < 0.05). Furthermore, there is a significant interaction between mathematical literacy and prior knowledge (β = 0.015; Sig. = 0.015 < 0.05), indicating that the effect of mathematical literacy is stronger among students with higher prior knowledge. These findings suggest that integrating PISA-based tasks and considering students’ prior knowledge are essential for improving mathematical problem-solving ability.
Co-Authors Nasir, Norma