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Preservice Mathematics Teachers' Contextual Numeracy: Difficulty and Changes in Problem-Solving Pattern

Edumatica : Jurnal Pendidikan Matematika · Vol. 16 No. 2 (2026) · hlm. 406–424

DOI
10.22437/edumatica.v16i2.56624
ISSN
2580-0779, 2088-2157
Terbit
2026-08-31
Penerbit
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Inggris

Numeracy among pre-service mathematics teachers is frequently evaluated through test scores alone, making changes in problem-solving processes difficult to capture. This study examined changes in patterns of numeracy difficulties and problem-solving processes from pre-test to post-test following the implementation of DIFUNDES-PROBLEMING. A mixed-methods approach involving 38 mathematics education students at Universitas Jambi was employed. Data were collected using parallel contextual numeracy instruments on systems of linear equations and statistical reasoning, a holistic scoring rubric on a 0–100 scale, coding and categorization informed by grounded theory procedures, and Wilcoxon signed-ranks tests. Pre-test results indicated incomplete problem-solving processes, with modelling, verification, and reasoning often absent or only partially demonstrated. Post-test results showed a more structured sequence of modelling, calculation, verification, and conclusion drawing, with mean scores increasing from 45.57 to 76.76. Wilcoxon signed-ranks tests indicated a statistically significant improvement. Qualitative analysis of changes across the problem-solving indicators showed the greatest improvements in modelling, calculation, and verification, whereas contextual reasoning remained the primary challenge, particularly on items 1.d, 2.c, and 2.d. These findings indicate that DIFUNDES-PROBLEMING contributed to meaningful improvements in both numeracy achievement and the systematic quality of problem-solving processes.

Bahasa Indonesia

Numeracy among pre-service mathematics teachers is frequently evaluated through test scores alone, making changes in problem-solving processes difficult to capture. This study examined changes in patterns of numeracy difficulties and problem-solving processes from pre-test to post-test following the implementation of DIFUNDES-PROBLEMING. A mixed-methods approach involving 38 mathematics education students at Universitas Jambi was employed. Data were collected using parallel contextual numeracy instruments on systems of linear equations and statistical reasoning, a holistic scoring rubric on a 0–100 scale, coding and categorization informed by grounded theory procedures, and Wilcoxon signed-ranks tests. Pre-test results indicated incomplete problem-solving processes, with modelling, verification, and reasoning often absent or only partially demonstrated. Post-test results showed a more structured sequence of modelling, calculation, verification, and conclusion drawing, with mean scores increasing from 45.57 to 76.76. Wilcoxon signed-ranks tests indicated a statistically significant improvement. Qualitative analysis of changes across the problem-solving indicators showed the greatest improvements in modelling, calculation, and verification, whereas contextual reasoning remained the primary challenge, particularly on items 1.d, 2.c, and 2.d. These findings indicate that DIFUNDES-PROBLEMING contributed to meaningful improvements in both numeracy achievement and the systematic quality of problem-solving processes.

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  • Universitas Jambi
  • Padjadjaran University
  • Universitas Tamansiswa Padang
  • State University of Semarang
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Rohati RohatiUniversitas Jambi12
Rayandra AsyharAfiliasi tidak diketahui7
Ade KumalasariUniversitas Jambi6
Dwi Agus KurniawanUniversitas Jambi6
Muhammad RusdiAfiliasi tidak diketahui6
Syahrial SyahrialUniversitas Tamansiswa Padang6
Maison MaisonAfiliasi tidak diketahui6
Ranisa JunitaUniversitas Jambi5
Bambang HariyadiAfiliasi tidak diketahui5
Mauladi MauladiAfiliasi tidak diketahui4
Damris MuhammadUniversitas Jambi4
Syamsurizal SyamsurizalAfiliasi tidak diketahui4
Husni SabilUniversitas Jambi4
RohatiAfiliasi tidak diketahui3
Rina Kusuma DewiAfiliasi tidak diketahui3
Damris MAfiliasi tidak diketahui3
Syaiful SyaifulAfiliasi tidak diketahui3
Haryanto HaryantoUniversitas Jambi2
Syahrial SyahrialUniversitas Jambi2
Windi PermatasariAfiliasi tidak diketahui2
Mohammad Zen RahfiludinAfiliasi tidak diketahui2
M. Dwi Wiwik ErnawatiAfiliasi tidak diketahui2
Upik YeliantiAfiliasi tidak diketahui2
Yelli RamalisaUniversitas Jambi2
M RusdiUniversitas Jambi2
Asni JohariAfiliasi tidak diketahui2
Ervan Johan WicaksanaAfiliasi tidak diketahui2
Saharudin SaharudinAfiliasi tidak diketahui2
Damris MuhamadAfiliasi tidak diketahui2
Nizlel HudaUniversitas Jambi2
Sudarmin SudarminState University of Semarang1
Margaret Dwi Wiwik ErnawatiUniversitas Jambi1
H. HaryantoUniversitas Jambi1
Restu ArisantiPadjadjaran University1
Jodion SiburianAfiliasi tidak diketahui1
Ayudita ArdilaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/edumatica/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">Preservice Mathematics Teachers' Contextual Numeracy: Difficulty and Changes in Problem-Solving Pattern</dc:title>
	<dc:title xml:lang="id">Preservice Mathematics Teachers' Contextual Numeracy: Difficulty and Changes in Problem-Solving Pattern</dc:title>
	<dc:creator xml:lang="en">Winarni, Sri</dc:creator>
	<dc:creator xml:lang="en">Kamid, Kamid</dc:creator>
	<dc:creator xml:lang="en">Asrial, Asrial</dc:creator>
	<dc:creator xml:lang="en">Marzal, Jefri</dc:creator>
	<dc:subject xml:lang="en">contextual numeracy</dc:subject>
	<dc:subject xml:lang="en">difundes-probleming</dc:subject>
	<dc:subject xml:lang="en">pre-service mathematics teachers</dc:subject>
	<dc:subject xml:lang="en">pre-test and post-test</dc:subject>
	<dc:subject xml:lang="id">contextual numeracy</dc:subject>
	<dc:subject xml:lang="id">DIFUNDES-PROBLEMING</dc:subject>
	<dc:subject xml:lang="id">pre-service mathematics teachers</dc:subject>
	<dc:subject xml:lang="id">pre-test and post-test</dc:subject>
	<dc:description xml:lang="en">Numeracy among pre-service mathematics teachers is frequently evaluated through test scores alone, making changes in problem-solving processes difficult to capture. This study examined changes in patterns of numeracy difficulties and problem-solving processes from pre-test to post-test following the implementation of DIFUNDES-PROBLEMING. A mixed-methods approach involving 38 mathematics education students at Universitas Jambi was employed. Data were collected using parallel contextual numeracy instruments on systems of linear equations and statistical reasoning, a holistic scoring rubric on a 0–100 scale, coding and categorization informed by grounded theory procedures, and Wilcoxon signed-ranks tests. Pre-test results indicated incomplete problem-solving processes, with modelling, verification, and reasoning often absent or only partially demonstrated. Post-test results showed a more structured sequence of modelling, calculation, verification, and conclusion drawing, with mean scores increasing from 45.57 to 76.76. Wilcoxon signed-ranks tests indicated a statistically significant improvement. Qualitative analysis of changes across the problem-solving indicators showed the greatest improvements in modelling, calculation, and verification, whereas contextual reasoning remained the primary challenge, particularly on items 1.d, 2.c, and 2.d. These findings indicate that DIFUNDES-PROBLEMING contributed to meaningful improvements in both numeracy achievement and the systematic quality of problem-solving processes.</dc:description>
	<dc:description xml:lang="id">Numeracy among pre-service mathematics teachers is frequently evaluated through test scores alone, making changes in problem-solving processes difficult to capture. This study examined changes in patterns of numeracy difficulties and problem-solving processes from pre-test to post-test following the implementation of DIFUNDES-PROBLEMING. A mixed-methods approach involving 38 mathematics education students at Universitas Jambi was employed. Data were collected using parallel contextual numeracy instruments on systems of linear equations and statistical reasoning, a holistic scoring rubric on a 0–100 scale, coding and categorization informed by grounded theory procedures, and Wilcoxon signed-ranks tests. Pre-test results indicated incomplete problem-solving processes, with modelling, verification, and reasoning often absent or only partially demonstrated. Post-test results showed a more structured sequence of modelling, calculation, verification, and conclusion drawing, with mean scores increasing from 45.57 to 76.76. Wilcoxon signed-ranks tests indicated a statistically significant improvement. Qualitative analysis of changes across the problem-solving indicators showed the greatest improvements in modelling, calculation, and verification, whereas contextual reasoning remained the primary challenge, particularly on items 1.d, 2.c, and 2.d. These findings indicate that DIFUNDES-PROBLEMING contributed to meaningful improvements in both numeracy achievement and the systematic quality of problem-solving processes.</dc:description>
	<dc:publisher xml:lang="en">Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi</dc:publisher>
	<dc:date>2026-08-31</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://online-journal.unja.ac.id/edumatica/article/view/56624</dc:identifier>
	<dc:identifier>10.22437/edumatica.v16i2.56624</dc:identifier>
	<dc:source xml:lang="en">Edumatica : Jurnal Pendidikan Matematika; Vol. 16 No. 2 (2026): Edumatica: Jurnal Pendidikan Matematika (August 2026); 406-424</dc:source>
	<dc:source xml:lang="id">Edumatica : Jurnal Pendidikan Matematika; Vol 16 No 2 (2026): Edumatica: Jurnal Pendidikan matematika (Agustus 2026); 406-424</dc:source>
	<dc:source>2580-0779</dc:source>
	<dc:source>2088-2157</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/edumatica/article/view/56624/25687</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Sri Winarni, Kamid Kamid, Asrial Asrial, Jefri Marzal</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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