Identification of Mathematical Literacy Students
Level 2, 3, 4 of Pisa Task
A. Nurutami, R. Riyadi and S. Subanti
Universitas Sebelas Maret, Jl. Ir. Sutami No. 36A, Surakarta 57126, Indonesia
Keywords: Mathematical Literacy Ability, Level PISA Task
Abstract: This study aims to investigate the mathematical literacy ability of students. This research is a qualitative
descriptive research. Its subjects of the study were 36 students grade 8th in Yogyakarta. The data collection
was by test methods. The research’s instruments were mathematical literacy test consisting of 3 PISA
questions are used there are level 2, level 3, and level 4 PISA Task. The result got from the test of
mathematical literacy which is analyzed to decide which indicator that is achieved by student. Then, some
student will be interviewed to decide the level of student’s mathematical literacy. Based on the result
analyzed students task showed that students are still difficulties to accomplish all the question’s test. The
students are low capability in understanding the questions in short story form and reconstruct them into
mathematics form. So, can be concluded that student’s mathematical literacy ability is still categorized at
the low level.
1 INTRODUCTION
Mathematics is as one of a science that exists in
every aspect of human life. Even the development of
modern technology does not escape from the role of
mathematics. Therefore, mathematics is one of the
basic sciences that must have by humans, especially
by students in order to prepare to solve various daily
faced problems. From some researcher,
Mathematical literacy is defined as the ability of
individual’s capacity to formulate, apply and
interpret mathematics in various contexts involving
mathematical reasoning and the use of concepts,
procedures, facts to describe, explain and predict
phenomena and relate them to daily life (Dewantara
(2015), Wardono (2015), and Oktiningrum (2016)).
Mathematics used in all aspects of life is called
mathematical literacy.
The literacy ability is one of the 21st century
skills. The 21st century skills refer to content
knowledge, literacy, and proficiency that prepare
individuals to meet the challenges and opportunities
of today’s world (Ledward and Hirata, 2011). So,
literacy skills need to grow up and mature over the
course of every person’s life, giving everyone the
reading, writing and thinking skills needed for
success in academic, workforce and personal
situations.
Performance of Indonesian student’s in
mathematical literacy is measured by PISA.
Indonesian student achievement in PISA survey
shows an insignificant improvement during the
period of 2000-2015. In PISA 2012 Indonesia was
rank declined to rank 64 of 65 the participant
countries, even based on the last PISA 2015
Indonesia was ranked 63 out of 69 countries (OECD,
2015). In 2018, Indonesia has been followed the
PISA test for the sixth time and the result will be
showed in 2019.
Table 1: Indonesian Students on PISA 2000-2015
Year
Indonesia
Average
Score
Indonesia
Rank
Total of
Countries
Members
2000
367
39
41
2003
360
38
40
2006
391
50
57
2009
371
61
65
2012
375
64
65
2015
386
63
69
Nurutami, A., Riyadi, R. and Subanti, S.
Identification of Mathematical Literacy Students Level 2, 3, 4 of Pisa Task.
DOI: 10.5220/0008523004230426
In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 423-426
ISBN: 978-989-758-407-7
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
423
Result of research conducted by PISA shows that
mathematical literacy of Indonesian students is very
low (OECD, 2015). Related to this, research by
Mahdiansyah and Rahmawati (2014) shows that the
mathematical literacy of Indonesian students is low.
Results of research conducted by Andi, Zulkardi, &
Darmawijoyo (2015) indicate that skill of student in
solving mathematical literacy problems is not max
yet. Also related to this, Nindya and Jailani (2015)
that Indonesian students mathematics problem
solving skill in PISA and TIMSS were not show
good achievement. In specific area, Sari and Wijaya
(2017) that mathematical literacy of students in
Yogyakarta for understanding category and process
belongs to very low category.
Proficiency in mathematical literacy according to
PISA study is divided into the 6 level and the deep
explanation about these levels could read in OECD.
In Table 2, most Indonesian students in 2015 have
not reached level 1 for mathematics (30.7%), which
is of concern 37.9% of students have not even
reached the lowest proficiency level (level 1) for
mathematics (OECD, 2015).
Table 2: Percentage of students at each proficiency level in
mathematics
All Students
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
%
%
%
%
%
%
Indonesia
30.7
19.6
8.4
2.7
0.6
0.1
OECD total
17.5
23.4
22.9
16.2
7.1
2.0
OECD
average
14.9
22.5
24.8
18.6
8.4
2.3
Based on the description above, it can be seen in
general about the condition of literacy skills,
especially mathematical literacy which is low, so the
researchers try again whether the general situation in
Indonesia represents the actual situation in each
school, especially at MTs Muallimat
Muhammadiyah Yogyakarta, then there is a need for
research to find out how it really is about the state of
mathematics literacy ability of students.
2 METHODS
The research methodology used in this research is a
descriptive method with qualitative approach.
However, also used quantitative data with numbers
and basic statistics to support arguments and
findings in the discussion.
The research had been done at class VIII-D MTs
Muallimat Muhammadiyah Yogyakarta with the
number of 36 students in the 2017/2018 academic
year. The 36 students have various level of
mathematics ability. Furthermore, to determine the
value of students’ mathematical literacy ability
obtained by using the formula, as follows:
100
Score Maximum Ideal
Studentsn Acquisitio Score
(Y) Students of Valuen Acquisitio The =
Table 3: Describe of acquisition value of student
mathematical literacy ability
The acquisition value
of student
literacy ability of
mathematics
)80( Y
high
)8060( Y
medium
)60( Y
low
(Kadir, 2010)
3 RESULTS AND DISCUSSION
Here are presented results of research on the
mathematical literacy skill of students’ in classroom
VIII D MTs Muallimaat Muhammadiyah
Yogyakarta with the discussion of the findings of
this research was conducted on Tuesday, January 16,
2018. Description of mathematical literacy as
follows Table 4.
Table 4: Description of Mathematical Literacy
Ability of Students.
No
Subject
Percent of Mathematical
Literacy Ability
Total
2
4
3
1
S1
50
0
25
75
2
S2
0
0
25
25
3
S3
50
0
20
70
4
S4
100
50
50
200
5
S5
25
25
25
75
6
S6
75
100
25
200
7
S7
50
50
50
150
8
S8
0
0
0
0
9
S9
50
100
20
170
ICMIs 2018 - International Conference on Mathematics and Islam
424
10
S10
50
25
25
100
11
S11
50
25
25
100
12
S12
50
50
50
150
13
S13
50
50
25
125
14
S14
0
75
25
100
15
S15
100
25
25
150
16
S16
50
50
50
150
17
S17
50
50
50
150
18
S18
50
25
25
100
19
S19
50
75
0
125
20
S20
50
75
50
175
21
S21
50
50
25
125
22
S22
50
50
50
150
23
S23
75
0
0
75
24
S24
50
25
25
100
25
S25
50
25
25
100
26
S26
0
50
50
100
27
S27
75
75
0
150
28
S28
50
50
0
100
29
S29
75
75
0
150
30
S30
100
50
0
150
31
S31
75
75
50
200
32
S32
50
25
25
100
33
S33
50
25
25
100
34
S34
75
50
0
125
35
S35
75
25
25
125
36
S36
50
50
25
125
Total
1900
1550
915
Table 4 shows that the results of the mathematics
literacy test skills of MTs Muallimaat
Muhammadiyah Yogyakarta students were in the
low category. Of the 36 students in class VIII D,
there were 35 students who took the test and 1
student did not take the test namely student S8. Of
the 35 students, only 10 students were able to score
more than 60 or in the medium category on level 2
questions. In level 3 questions there were no students
who were able to score more than 60. As for level 4
questions, there were only 8 students able to get a
score of more than 60.
Description of the Mathematics Literacy Ability
of MTs Muallimaat Muhammadiyah Yogyakarta
students can be seen in the following figure 1. Figure
1 shows that on average students of MTs Muallimaat
Muhammadiyah Yogyakarta at level 2 reached 53%,
at level 3 it reached 25%, and level 4 reached 43%.
If on average, the acquisition of students'
mathematical literacy skills at the level tested
reaches 30%. From the results of the achievement,
the ability of students at level 2 to level 3 has
decreased, this indicates that the higher the level of
the question the lower the value obtained by
students. But, at the level of 3 to level 4 has
increased which means although levels matter more
complicated, the student is able to interpret the
problem questions well and able to resolve the
problem appropriately.
Figure 1: Percentage of Students' Mathematical
Literacy Ability.
Based on students' answer in solving math
problems level 2 PISA model, it can be concluded
that students have difficulty in students can interpret
and recognize situations in contexts that required no
more than direct inference, and can’t employ basic
algorithms, formulas, procedures or conventions to
solve the problems involving whole numbers. Based
on students' answer in solving math problems level 3
PISA model, it can be concluded that students have
difficulty in interpret and use representation based
on different information source and reason directly
from them and they can not to handle percentage,
fractions and decimal numbers. Based on students'
answer in solving math problems level 4 PISA
model, it can be concluded that students have
difficulty in (1) provide an explanation and
communicate it based on their interpretation, (2)
linking the representation they get with real world
situations.
Based on the results of the research, each student
has a different level of literacy ability. Although not
all students meet the indicators given, but in solving
the problems some students have been able to
understand the purpose of the problems and
formulate the problems stated in the problem. Some
students have also been able to solve, interpret
problems and present their answers quite well. This
agrees with Kusumah that mathematical literacy is a
53%
25%
43%
0%
10%
20%
30%
40%
50%
60%
Percentage
Level of Mathematics Literacy
Literacy Level
of 2
Literacy Level
of 3
Literacy Level
of 4
Identification of Mathematical Literacy Students Level 2, 3, 4 of Pisa Task
425
person's ability to formulate, solve, and interpret
problems based on the existing context (Maryanti,
2012). The results of this research are in line with
Edo, S. I, et al. (2013), the results obtained from the
research which states that average of Indonesian
students are only able to answer questions PISA
level 1, 2, 3, and only some students who can solve
level 4.
4 CONCLUSIONS
Based on the results of research and discussion that
has been stated previously, it can be concluded that
average of mathematical literacy ability students still
low, it only reaches less than 60% for each level in
the mathematics literacy test. The average of
mathematics literacy abilities of VIII D Mts
Muallimaat Muhammadiyah Yogyakarta is only
30%. So, can be concluded that the student’s
mathematical literacy ability at VIII-D in MTs
Muallimaat Muhammadiyah Yogyakarta is still
categorized at the low levels.
ACKNOWLEDGEMENTS
The authors thank to Universitas Sebelas Maret and
to the teachers of MTs Muallimaat Muhammadiyah
Yogyakarta who helped us in this research.
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