Analysis of Students' Mathematical Literacy Ability in Solving Contextual Problems: A Study Based on the Programme for International Student Assessment (PISA)
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Abstract
Mathematical literacy is an essential competency that enables students to understand, use, and interpret mathematics in various real-life contexts. However, findings indicate that the mathematical literacy of junior high school students remains suboptimal, particularly in solving contextual problems. This study aims to analyze the mathematical literacy profile of ninth-grade students at SMP Negeri 8 Kota Cirebon in solving contextual problems based on the Programme for International Student Assessment (PISA) framework. A descriptive qualitative approach was employed. Data were collected through a mathematical literacy test based on contextual problems, then analyzed descriptively to classify students into literacy categories, followed by a qualitative analysis of students' written answers to examine the mathematical literacy processes that emerged. The results show that students' mathematical literacy fell into low, moderate, and high categories, with the majority of students in the moderate category. Further analysis revealed that differences in ability were mainly found in formulating problems and interpreting results, while procedural ability was relatively better mastered. These findings emphasize the importance of strengthening mathematical literacy assessment through contextual problems that evaluate not only students' final answers but also their overall mathematical thinking processes.
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