Analysis of Numeracy Literacy in Contextual Data Presentation Problems Reviewed from Mathematical Disposition and Self-Efficacy
DOI:
https://doi.org/10.33394/j-ps.v14i4.21988Keywords:
Numeracy literacy, Mathematical disposition, Self-efficacy, Contextual problemsAbstract
This study aims to describe students’ numeracy literacy in solving data presentation problems based on mathematical disposition and self-efficacy. This is a descriptive study using a qualitative approach. The research subjects consisted of four seventh-grade students at Bala Keselamatan Christian Junior High School in Palu, namely students with high mathematical disposition and high self-efficacy (DTST), high mathematical disposition and low self-efficacy (DTSR), low mathematical disposition and high self-efficacy (DRST), and low mathematical disposition and low self-efficacy (DRSR). Data were collected through questionnaires, numeracy literacy tests, and interviews, and were analyzed using the Miles and Huberman model. The results indicate that there are differences in numeracy literacy characteristics across each student profile. DTST and DTSR students demonstrated better numeracy literacy characteristics than DRST and DRSR students. These differences were evident in the formulate, employ, and interpret processes. The findings indicate that mathematical disposition contributes to the quality of mathematical thinking processes, while self-efficacy plays a role in building students’ confidence while solving and communicating problem solutions.
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