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Analysis of Mathematical Literacy in Solving PISA Questions Based on Ethnomathematics in Junior High School Students

Unnes Journal of Mathematics Education · Vol. 13 No. 1 (2024) · hlm. 96–103

DOI
10.15294/6s2c6t07
ISSN
2460-5840, 2252-6927
Terbit
2024-03-24
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This research analyzes mathematical literacy skills in solving ethnomathematics-based PISA questions in junior high school students. The method used qualitative research with a descriptive approach to the subject of 3 State Middle School students in Batanghari. The instruments in this research were PISA test questions and interview guidelines. These scores were categorized into High-Level Ability, Medium-Level Ability, and Low-Level Ability. The results were based on student performance in the PISA test. The PISA test questions cover various cultures. The research results show that students' mathematical literacy abilities in solving literacy problems are reviewed from several aspects, namely 1) the understanding aspect, students can solve and understand existing problems and provide appropriate solutions; 2) the application aspect, students can understand it clearly. The overall problem, namely being able to use concepts, facts, and procedures to formulate, present, and solve problems, being able to write down information and answers to questions; 3) the reasoning aspect, students are required to understand the problem so they can solve it, question number 2, will but students still make mistakes in working on PISA questions, and 4) in the communication aspect, students can communicate their opinions well and accurately.

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  • Universitas Islam Negeri Jurai Siwo Lampung
  • Universitas Teknokrat Indonesia
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Rekan penulisOrganisasiArtikel bersama
Endah WulantinaAfiliasi tidak diketahui1
Sugama MaskarUniversitas Teknokrat Indonesia1
Fertilia IkashaumUniversitas Islam Negeri Jurai Siwo Lampung1
Nadya SalsabilaAfiliasi tidak diketahui1
Dewi FitriyaniAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Analysis of Mathematical Literacy in Solving PISA Questions Based on Ethnomathematics in Junior High School Students</dc:title>
	<dc:creator xml:lang="en">Lestari, Febrianti Ayu</dc:creator>
	<dc:creator xml:lang="en">Wulantina, Endah</dc:creator>
	<dc:subject xml:lang="en">Mathematical Literacy Abilities</dc:subject>
	<dc:subject xml:lang="en">PISA</dc:subject>
	<dc:subject xml:lang="en">Ethnomathematics</dc:subject>
	<dc:description xml:lang="en">This research analyzes mathematical literacy skills in solving ethnomathematics-based PISA questions in junior high school students. The method used qualitative research with a descriptive approach to the subject of 3 State Middle School students in Batanghari. The instruments in this research were PISA test questions and interview guidelines. These scores were categorized into High-Level Ability, Medium-Level Ability, and Low-Level Ability. The results were based on student performance in the PISA test. The PISA test questions cover various cultures. The research results show that students' mathematical literacy abilities in solving literacy problems are reviewed from several aspects, namely 1) the understanding aspect, students can solve and understand existing problems and provide appropriate solutions; 2) the application aspect, students can understand it clearly. The overall problem, namely being able to use concepts, facts, and procedures to formulate, present, and solve problems, being able to write down information and answers to questions; 3) the reasoning aspect, students are required to understand the problem so they can solve it, question number 2, will but students still make mistakes in working on PISA questions, and 4) in the communication aspect, students can communicate their opinions well and accurately.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-03-24</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ujme/article/view/728</dc:identifier>
	<dc:identifier>10.15294/6s2c6t07</dc:identifier>
	<dc:source xml:lang="en">Unnes Journal of Mathematics Education; Vol. 13 No. 1 (2024): Reguler Issue; 96-103</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/8ng21n52</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ujme/article/view/728/98</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Unnes Journal of Mathematics Education</dc:rights>
</oai_dc:dc>