Exploring Mathematical Literacy Behavior among Students in Indonesia and Thailand: A Comparative Perspective

Ahmad Fauzan (Mathematics Education Study Program, Universitas Negeri Padang, Padang, Indonesia)
Yulyanti Harisman (Mathematics Education Study Program, Universitas Negeri Padang, Padang, Indonesia)
Suherman (Mathematics Education Study Program, Universitas Negeri Padang, Padang, Indonesia)
Hafizatunnisa (Doctoral Program of Educational Science, Universitas Negeri Padang, Padang, Indonesia)
Aqilul Asra (Mathematics Education Study Program, Universitas Negeri Padang, Padang, Indonesia)
Gumpanat Boriboon (Department of Adult Education and Lifelong Learning, Srinakharinwirot University, Bangkok, Thailand)

Mathematics Education Journal
Vol. 20 No. 4 (2026): Mathematics Education Journal

Mathematical literacy emphasizes the final outcomes, namely the extent to which students can solve mathematical problems. In contrast, mathematical literacy behavior focuses on the processes and strategies students use in approaching, understanding, and solving problems. This study aims to explore and compare the mathematical literacy behaviors of junior high school students in Indonesia and Thailand. This study selected Indonesia and Thailand due to their similar educational contexts but different approaches to the mathematics curriculum, offering insights into mathematical literacy in Southeast Asia. This study employed mixed-method design with a sequential explanatory design. The quantitative results informed the selection of interview participants, while qualitative findings were used to explain observed behavioral patterns. The participants were 116 eighth-grade students selected from two schools in Indonesia and two schools in Thailand. Data were collected through mathematical literacy tests, confidence questionnaires, and interviews with 24 students representing high, medium, and low achievement categories. The results revealed significant differences in mathematical literacy behavior between the two countries. Indonesian students tended to approach problems using structured, stepwise procedures, while Thai students demonstrated greater flexibility in shifting strategies and connecting representations. Superior students in both contexts displayed strong metacognitive and affective behaviors, with Thai students showing higher confidence and adaptability. Conversely, inferior students in both countries struggled with comprehension, strategy development, and persistence; Indonesian students often halted early, while Thai students attempted partial reasoning. These findings highlight the critical influence of curriculum orientation and cultural factors in shaping mathematical literacy behaviors. The study suggests integrating structured conceptual mastery with reasoning-based tasks to foster more balanced literacy competencies.