The analysis of junior high school students’ mathematical literacy: Field study in Bandar Lampung

https://doi.org/10.24042/ajpm.v13i1.11659

Nurhanurawati Nurhanurawati, Caswita Caswita, Haninda Bharata, Widyastuti Widyastuti

Abstract


Mathematical literacy is a person's ability to formulate, apply and interpret mathematics in various contexts, including the ability to reason systematically and use concepts, procedures, and facts to describe, explain or predict an event. Therefore, mathematical literacy is essential in everyday life. This article analyzed the mathematical literacy of junior high school students in Bandar Lampung. Data were collected by giving mathematical literacy questions to junior high school students. The data were analyzed descriptive–quantitatively. The research population is 14–15 years junior high school students in Bandar Lampung City. The research sample was selected using a stratified sampling technique to get students from several favorable and unfavorable public and private junior high schools. The research instrument was a test on the mathematical literacy of junior high school students. The results showed that junior high school students in Bandar Lampung were generally able to solve mathematical literacy problems whose information was clearly available, solve problems procedurally, and use basic algorithms, formulas, procedures, or conventions involving integers. However, they have yet to solve problems that involve constraints or make assumptions. They have not been able to select and integrate different representations, including symbolic ones, relate them directly to aspects of real–world situations and have not been able to solve problems related to everyday life that they rarely encounter.


Keywords


Mathematical Literacy; Junior High School Students.

Full Text:

PDF

References


Afifah, A., Khoiri, M., Qomaria, N. 2018. Mathematics Preservice Teachers’ Views on Mathematical Literacy. International Journal of Trends in Mathematics Education Research. Vol 1 No 3 92-94

Afriyanti, I., Wardono, Kartono. 2018. Pengembangan Literasi Matematika Mengacu PISA Melalui Pembelajaran Abbad ke-21 Berbasis Teknologi. PRISMA, Prosiding Seminar Nasional Matematika. https://journal.unnes.ac.id/sju/index.php/prisma/

Blum, W., & Ferri, R. B. (2009). Mathematical modelling: Can it be taught and learnt? Journal of mathematical modelling and application, 1(1), 45–58.

Bolstad, O. H. 2019. Teaching for mathematical literacy: School leaders' and teachers' rationales. European Journal of Science and Mathematics Education, 7(3), 93–108.

Boldstad , O. H. 2020. Secondary teachers' operationalisation of mathematical literacy. European Journal of Science and Mathematics Education. Vol. 8, No. 3, 2020 , 115-135

Breakspear, S. (2012). The policy impact of PISA: An exploration of the normative effects of international benchmarking in school system performance. In OECD Education Working Papers No. 71. Paris: OECD Publishing.

Cresswell, J. W. (2012). Educational Resesarch: Planning, Conducting and Evaluating Quantitative and Qualitatif Research. Boston: Pearson Education, Inc.

Ekawati, R., Susanti, Chen, J. 2020. Primary Students’ Mathematical Literacy: A Case Study. Infinity: Journal of Mathematics Education. 9(1), 49-58.

Fong, Ho-Kheong. 1993. Schematic Moodel for Categorizing Children’s Errors in Mathematics. The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics.

Geiger, V., Goos, M., & Forgasz, H. (2015). A rich interpretation of numeracy for the 21st century: A survey of the state of the field. ZDM, 47(4), 531–548. doi:10.1007/s11858-015-0708-1.

Goos, M., Geiger, V., & Dole, S. (2014). Transforming professional practice in numeracy teaching. In Y. Li, E. A. Silver, & S. Li (Eds.), Transforming mathematics instruction: Multiple approaches and practices (pp. 81–102). Dordrecht: Springer International Publishing.

Han, W., Susanto, D., Dewayani, S., Pandora, P, Hanifah, Miftahussururi, Nento, M.N., Akbari, Q.S. 2017. Materi Pendukung Literasi Numerasi. Jakarta, Kementerian Pendidikan dan Kebudayaan.

Ibrahim, G. A., Ismaidi, H. D., Zabadi, F., Ali, N. B. V., Alipi, M., Antoro, B., Hanifah, N., Miftahussururi, Noorthertya, M., Syahriana, Q., & Aziz, M. (2017).Peta jalan gerakan literasi nasional. Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan.

Kaiser, G., & Willander, T. (2005). Development of mathematical literacy: Results of an empirical study. Teaching Mathematics and its Applications, 24(2-3), 48–60. doi:10.1093/teamat/hri016

Masingila, J.O., Olanoff, D., Kimani, P.M. 2017. Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving. J Math Teacher Educ DOI 10.1007/s10857-017-9389-8

Miles, M.B., Huberman, A.M., & Saldana, J. 2014. Qualitative Research an Evaluation Methods. Newyork, SAGE Publication.

Popovic, G., & Lederman, J. S. (2015). Implications of informal education experiences for mathematics teachers' ability to make connections beyond formal classroom. School Science and Mathematics, 115(3), 129–140. doi:10.1111/ssm.12114

Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing.OECD. 2018. PISA 2018 Results: combined executive summaries volume I, II & III.

Sepeng, P. & Sigola, S. 2013. Making Sense of Errors Made by Learners in Mathematical Word Problem Solving. Mediteranean Journal of Social Sciences. Vol 4 No 13.




DOI: https://doi.org/10.24042/ajpm.v13i1.11659

Article Metrics

Abstract views : 448 | PDF downloads : 162

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Al-Jabar : Jurnal Pendidikan Matematika

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Creative Commons License
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.