Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation Perspective

Zainuddin Untu, Tri Widyasari, Intan Dwi Hastuti, Sutarto Sutarto, Percy Sepeng, Dian Kurniati, Sharifah Osman

Abstract


This study aims to explore the role of self-regulation in enhancing mathematical literacy among high school students solving PISA Space and Shape problems. Employing a qualitative descriptive approach, data were collected through self-regulation questionnaires, PISA-based tasks, and semi-structured interviews from high school students categorized into high, moderate, and low self-regulation groups. The data analysis technique in this study consisting of three stages: data condensation, data display, and conclusion. Results reveal a strong correlation between self-regulation and mathematical literacy, with high self-regulation students excelling in formulating, employing, and interpreting mathematical problems. Moderate self-regulation students displayed partial success, while low self-regulation students struggled significantly, particularly in interpreting and validating solutions. The study underscores the importance of self-regulation strategies such as goal-setting, monitoring, and reflection in improving mathematical literacy. Instructional recommendations include structured goal-setting frameworks, reflective practices, and scaffolded tasks to support learners with varying self-regulation levels. These findings contribute to mathematics education by addressing the interplay between self-regulation and problem-solving in the underexplored Space and Shape domain. Future research should expand on these insights through larger, longitudinal studies to further validate the implications of self-regulation in educational contexts.

Keywords


Mathematical Literacy; Self-regulation; PISA; Space and Shape; Problem-Solving.

Full Text:

PDF

References


Acar, T. (2023). Breaking the cycle: The mediating effects of reading, mathematical, and ICT literacy skills on financial success in youth. Review of Education, 11(3). https://doi.org/10.1002/rev3.3421

Almarashdi, H., & Jarrah, A. (2022). The impact of a proposed mathematics enrichment program on UAE students’ mathematical literacy based on the PISA framework. Sustainability, 14(18), 11259. https://doi.org/10.3390/su141811259

Almarashdi, H., & Jarrah, A. (2023). Assessing tenth-grade students’ mathematical literacy skills in solving PISA problems. Social Sciences, 12(1), 33. https://doi.org/10.3390/socsci12010033

Beccuti, F. (2024). Meaning and subjectivity in the PISA mathematics frameworks: A sociological approach. Educational Studies in Mathematics, 116(1), 49–65. https://doi.org/10.1007/s10649-023-10296-z

Cheung, K. (2016). The effects of resilience in learning variables on mathematical literacy performance: A study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan, and Korea. Educational Psychology, 37(8), 965–982. https://doi.org/10.1080/01443410.2016.1194372

Cheung, K. (2024). A machine‐learning model of academic resilience in the times of the COVID‐19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study. British Journal of Educational Psychology, 94(4), 1224–1244. https://doi.org/10.1111/bjep.12715

Efriani, A., Putri, R., & Hapizah, H. (2019). Sailing context in PISA-like mathematics problems. Journal on Mathematics Education, 10(2), 265–276. https://doi.org/10.22342/jme.10.2.5245.265-276

Ekawati, R., Susanti, S., & Chen, J. (2020). Primary students’ mathematical literacy: A case study. Infinity Journal, 9(1), 49. https://doi.org/10.22460/infinity.v9i1.p49-58

Kusmaryono, I., & Kusumaningsih, W. (2023). Evaluating the results of PISA assessment: Are there gaps between the teaching of mathematical literacy at schools and in PISA assessment? European Journal of Educational Research, 12(3), 1479–1493. https://doi.org/10.12973/eu-jer.12.3.1479

Kusuma, D., Wardono, W., & Cahyono, A. (2021). The characteristics of mathematical literacy based on students’ executive function. European Journal of Educational Research, 11(1), 193–206. https://doi.org/10.12973/eu-jer.11.1.193

Lestari, N., & Putri, R. (2020). Using the Palembang’s local context in PISA-like mathematics problem for analyzing mathematical literacy ability of students. Jurnal Pendidikan Matematika, 14(2), 169–182. https://doi.org/10.22342/jpm.14.2.6708.169-182

Machromah, I., Prayitno, H., Faiziyah, N., & Fatmasari, L. (2020). Designing PISA-like mathematics tasks to assess students' mathematical literacy. Universal Journal of Educational Research, 8(10), 4986–4995. https://doi.org/10.13189/ujer.2020.081072

Mitari, O., & Zulkardi, Z. (2019). PISA-like problems on students’ mathematical literacy using the context of Jakabaring Sport City. Journal of Physics Conference Series, 1315(1), 012014. https://doi.org/10.1088/1742-6596/1315/1/012014

Muhaimin, L. (2024). Unlocking the secrets of students’ mathematical literacy to solve mathematical problems: A systematic literature review. Eurasia Journal of Mathematics Science and Technology Education, 20(4), em2428. https://doi.org/10.29333/ejmste/14404

Murtiyasa, B., & Perwita, W. (2020). Analysis of mathematics literation ability of students in completing PISA-oriented mathematics problems with changes and relationships content. Universal Journal of Educational Research, 8(7), 3160–3172. https://doi.org/10.13189/ujer.2020.080745

Nisa, L., & Inayah, A. (2019). The lost process of mathematical literacy on excellent students at MAN 2 Kudus. Journal of Physics Conference Series, 1397(1), 012087. https://doi.org/10.1088/1742-6596/1397/1/012087

Nurutami, A., Riyadi, R., & Subanti, S. (2019). Students’ mathematical literacy ability on PISA’s Space and Shape task. Journal of Physics Conference Series, 1188, 012060. https://doi.org/10.1088/1742-6596/1188/1/012060

Putri, A. (2024). Realistic mathematics education and mathematical literacy: A meta-analysis conducted on studies in Indonesia. Journal of Education and Learning (Edulearn), 18(4), 1468–1476. https://doi.org/10.11591/edulearn.v18i4.21650

Retnawati, H., & Wulandari, N. (2019). The development of students’ mathematical literacy proficiency. Problems of Education in the 21st Century, 77(4), 502–514. https://doi.org/10.33225/pec/19.77.502

Sari, N., Prasetyawati, Y., Sukmaningthias, N., & Simarmata, R. (2023). Development of e-worksheet based on realistic mathematics education to support mathematical literacy skills of junior high school students. E3S Web of Conferences, 400, 03006. https://doi.org/10.1051/e3sconf/202340003006

Sa’diyah, M. (2024). Students' ability to formulate situations mathematically from context-based mathematics problems. TEM Journal, 13(2), 1443–1451. https://doi.org/10.18421/tem132-58

Stacey, K., & Turner, R. (2015). Assessing mathematical literacy. https://doi.org/10.1007/978-3-319-10121-7

Sulistiani, L., & Zulkardi, Z. (2019). Developing PISA-like mathematics problems using the Indonesian food context. Journal of Physics Conference Series, 1315(1), 012078. https://doi.org/10.1088/1742-6596/1315/1/012078

Taufik, A., & Zainab, N. (2021). Mathematical literacy of students in solving PISA-like problems based on cognitive styles of field-dependent and field-independent. Journal of Physics Conference Series, 1918(4), 042080. https://doi.org/10.1088/1742-6596/1918/4/042080

Tomyuk, O., Diachkova, A., Kiseleva, N., Kamka, S., & Nikolenko, O. (2022). Global trends in the education system of high-ranking countries according to PISA-2018. Perspectives of Science and Education, 55(1), 10–24. https://doi.org/10.32744/pse.2022.1.1

Trapsilasiwi, D., Oktavianingtyas, E., Putri, I., Adawiyah, R., Albirri, E., Firmansyah, F., … & Andriani, Y. (2019). Mathematical literacy of male and female students in solving PISA problems by “Shape and Space” content. Journal of Physics Conference Series, 1218(1), 012019. https://doi.org/10.1088/1742-6596/1218/1/012019

Zulkarnain, I., & Hidayanto, T. (2021). Mathematical literacy of prospective mathematics teachers in solving social arithmetic problems in the context of the wetland environment. Journal of Physics Conference Series, 1839(1), 012028. https://doi.org/10.1088/1742-6596/1839/1/012028




DOI: https://doi.org/10.33394/jk.v11i1.14659

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 The Author(s)

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

Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran

E-ISSN: 2442-7667

Published by LPPM Universitas Pendidikan Mandalika

Email: [email protected] 

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