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Andrian Saputra
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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "epistemological obstacles of secondary school students in solving pisa-standard mathematical literacy problems related to functions" : 1 Documents clear
Epistemological Obstacles of Secondary School Students in Solving PISA-Standard Mathematical Literacy Problems Related to Functions Elisya, Nur; Dahlan, Jarnawi Afgani; Yulianti, Kartika
Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Mathematical literacy is an essential 21st-century competency that students must possess to address global challenges. However, results from the Programme for International Student Assessment (PISA) show that Indonesian students' mathematical literacy remains low. This study aims to explore the epistemological obstacles experienced by students in understanding and solving PISA-standard mathematical literacy problems related to functions. Employing a qualitative approach through Didactical Design Research (DDR), this study focused on identifying epistemological obstacles among four 8th-grade students at a public secondary school in Bandung. Data were collected using tests, interviews, and documentation. The research findings revealed epistemological obstacles related to both conceptual knowledge and practical application, which were detailed in five main issues: understanding the concept of functions, representing functions in the form of equations, graphs, and tables, and solving context-based problems. These obstacles arose due to limited foundational knowledge, such as the concepts of domain, range, and variables, as well as a lack of practice in solving contextual problems.      Keywords: epistemological obstacles, mathematical literacy, PISA, function, mathematic education.  DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1771-1786

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