View of Analysis of Mathematical Literacy Ability of Grade XI Senior High School Students

DOI: 10.30738/union.v11i1.14451 © Author (s), 2023. Open Access

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Analysis of Mathematical Literacy Ability of Grade XI Senior High School Students

Ahmad Lutfi Fauzi *, Elah Nurlaelah

Universitas Pendidikan Indonesia, Jl Dr. Setiabudi No. 229, Bandung 40154, Indonesia

* Corresponding Author. Email: ahmadlutfifauzi@upi.edu

Received: 25 February 2023; Revised: 26 March 2023; Accepted: 30 March 2023

Abstract: Mathematical literacy skills are important in the 21st century. Mathematical literacy skills are an indicator of being able to solve a problem in text or everyday life. This study aims to describe and illustrate the mathematical literacy skills in one of the high schools in Bandung based on mathematical ability and AKM. The researcher uses a qualitative descriptive research type. The instruments used are in the form of tests and interviews. The subjects of this research are students of class XI SMA in Bandung. Data obtained by giving students questions about mathematical literacy skills with trigonometric material. The results of the study show that there are three groupings for mathematical literacy ability, low, medium and high mathematical literacy ability. The results of this study almost all students belong to the high group, with a percentage of 50%, 36% including the medium group and 14% in the low category.

Keywords: Mathematical ability; Mathematical literacy; Qualitative

How to cite: Fauzi, A. L. & Nurlaelah, E. (2023). Analysis of Mathematical Literacy Ability of Grade XI Senior High School Students. Union: Jurnal Ilmiah Pendidikan Matematika, 11(1), 143-147.

https://doi.org/10.30738/union.v11i1.14451

INTRODUCTION

Mathematics is necessary in everyday life for tasks such as measuring, weighing, selling, buying, and performing mathematical operations. According to the Program for International Student Assessment (PISA) 2018 report, Indonesia ranked 74th out of 79 participating countries in mathematics and science (OECD, 2019). PISA's research findings indicate that Indonesia's mathematics proficiency is at level 1, with level 3 being the highest. These results suggest that there are significant differences in mathematics proficiency within Indonesia.

Studies have shown that there is a need for improvement, particularly in primary education (Harahap et al., 2022), and that literacy rates at the junior high school level are also low (Hardianti & Desmayanasari, 2022).

This indicates that there are variations in the level of math proficiency in Indonesia, prompting an examination of mathematical literacy skills sourced from math skills (Muzaki &

Masjudin, 2019). Mathematical literacy skills are essential for students since they help to increase their awareness and comprehension of math (Kusumawardhani & Wardono, 2018), which is increasingly important in the 21st century (Janah et al., 2019). To meet the demands of the modern era, a blended learning model in an independent curriculum can be used as a tool to enhance mathematical literacy skills (Naufal & Amalia, 2022). Ethnomathematics approaches can also be employed to cultivate mathematical literacy skills and to gain insight into Java's culture (Agustin et al., 2023). Mathematical literacy is valuable in daily life as it promotes analytical thinking, argumentation, and effective communication of ideas to solve math problems (OECD, 2010).

According to Asmara et al. (2017), their research revealed that students with middle and upper ability levels could solve problems up to level 3, while low-ability students could only complete problems up to level 1. Similarly, Fiad et al. (2017) concluded that students' mathematical literacy was still at level 3, indicating that mathematical literacy remains low.

Nonetheless, mathematical literacy skills are crucial for students, particularly in everyday life.

Mathematical literacy aligns with the learning goals in Indonesia, including individual goals, collective goals, and existential goals, which greatly develop the character of a dignified nation.

For instance, the collective goal requires students to be intelligent in the life of the nation, meaning that they can think logically, critically, and systematically in solving problems (Makhmudah, 2018). This problem-solving skill is not limited to routine problems but can be applied to everyday life. Mathematical literacy is the ability to not only understand math but to also apply it to everyday life. The objective of this study is to describe and assess the mathematical literacy skills of students in class XI at SMAN 8 Bandung.

METHOD

This study utilized qualitative descriptive techniques. This type of descriptive research aims to collect information about the existing symptoms, particularly those present during the research period (Hasanah, 2017). Descriptive research provides an explanation of variables, indications, or conditions. To obtain data, the researchers utilized various methods, including observation, documentation, interviews, and tests. Qualitative descriptive analysis was used to analyze the data, which is a research process that aims to describe an indication, event, or situation that is occurring (Arikunto, 2000). The study focused on class XI students at SMAN 8 Bandung, and a test question that included trigonometry information was used as the research instrument.

RESULTS AND DISCUSSION Results

The mathematics literacy test was administered on Wednesday, November 3, 2021, with 22 students, and interviews were conducted on November 10, 2021. The results of the mathematical literacy skills test are presented in Table 1.

Table 1. Results of mathematical literacy skills Mathematical Ability Literacy Grade XI students

High 11

Medium 8

Low 3

Total 22

According to the test results and interviews, 16 students were able to score 18 marks on question 1, while one student each scored 17 and 16 marks, two students scored 15 marks, one student scored 14 marks, and one student was unable to score any marks. Figure 1 presents a graphical representation of these findings. In problem number 1, students were given a scenario where a ladder is leaning against a tower, forming an angle. They were required to sketch and calculate the length of the ladder using the given angle and the height of the tower, and then provide conclusions based on their calculations. The results showed that 16 students scored 18, accounting for 73% of the total scores. One student scored 17 (5%), one student scored 16 (5%), two students scored 15 (9%), one student scored 14 (5%), and one student scored 0 (5%). In problem number 2, 13 students scored 18, two students scored 15, five students scored 12, one student scored 6, and one student scored 0. These results are shown in Figure 1.

Copyright © 2023; Author (s); 2339-224X (print) | 2579-3209 (online) Figure 1. Percentage of Score Results on the First Problem

Figure 2. Percentage of Score Results on the Second Problem

From the second question, students were asked about a fisherman who drops an anchor into the sea while searching for fish. They must solve the problem by calculating the depth of the sea using the length of the anchor and the angle formed by the anchor and the sea surface.

The results showed that 13 students scored 18 with a percentage of 59%, 2 students scored 15 with a percentage of 9%, 5 students scored 12 with a percentage of 23%, 1 student scored 6 with a percentage of 5%, and 1 student scored 0 with a percentage of 5%. For question 3, 3 students scored 18, 18 students scored 12, and 1 student scored 6. These results are presented in Figure 2.

Figure 3. Percentage of Score Results on the Third Problem

Regarding problem number 3, students were given a scenario where a staircase leans against a wall at an angle, and when someone climbs the stairs, the angle changes. Here, students were required to draw a diagram and solve the problem to determine the displacement of the stairs.

The results showed that 3 students scored 18 with a percentage of 14%, 18 students scored

12 with a percentage of 82%, and 1 student scored 6 with a percentage of 5%. These findings are presented in Figure 3.

Discussion

The results of the mathematical literacy test showed that there were 3 students in the low group, 8 students in the medium group, and 11 students in the high group. The students in the low group had answered the lowest answer to question no. 3, which required literacy of initial knowledge by forming a memorization with a picture and then solving the problem. However, these 3 students answered by visualizing 2 different pictures that had no correlation with the desired answer, indicating low literacy skills. According to Setyawati et al. (2017), the reason for a student's low performance could be due to their lack of interest in mathematics or infrequent study habits. The interview results showed that the student who worked on this problem was not fully engaged or interested in mathematics, which resulted in suboptimal performance.

In the medium group, the literacy skills demonstrated in the third question were not fully maximized, as the question requires a high level of literacy and understanding. Good problem- solving abilities are necessary to solve and conclude question 3, and despite the students' efforts, they could only provide answers that were not optimal. According to Kholifasari et al.

(2020), students with medium-level mathematical literacy expertise are able to formulate the problem into a mathematical form by rewriting what is known from the case and modeling the problem effectively.

Out of the 11 students in the high group, only 3 were able to answer question 3 perfectly and score a perfect score. These students were able to correctly generalize the picture, interpret the results of their literacy, choose appropriate procedures, and communicate their conclusions effectively. Students who possess high levels of literacy skills can solve problems by following clear procedures, using simple strategies, and being able to explain their reasoning and communicate their results effectively, as noted by Nafis and Zauri (2023) and Sari et al.

(2021).

Based on the interviews conducted with the students, it was found that most of their problem-solving processes were consistent with their answers. However, in problem 3, the students still encountered difficulties in sketching and solving, likely because the problem requires proper literacy skills to be able to do so. This is in line with the research of Agnesti and Amelia (2020) that found low results in solving story or contextual problems due to students' difficulty in understanding the problem properly. As a result, some students were unable to solve the problem (Sumartini et al., 2023).

CONCLUSION

From the results and discussion, it can be concluded that students already have good mathematical literacy skills; the total results show that almost half of the students studied have high literacy skills and the rest have low literacy skills. It bears repeating that students should continue to be honed with real-world difficulties so that they can get used to and sketch real- world problems with the drive to know mathematics. Based on the results of the discussion, further research is needed to conduct this study more thoroughly because mathematical literacy skills are very significant, and the instruments are more diverse.

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