Students' Quantitative Literacy in Solving PISA Problem Based on Gender Differences

Lestariningsih Lestariningsih, Nita Safitri Maulidah, Moch. Lutfianto

Abstract


Quantitative literacy is an important skill needed by individuals in solving problems with quantitative situations in daily life. Thus, this paper aimed to identify quantitative literacy in solving the PISA problem based on gender differences. This study used descriptive research with a qualitative approach. Research subjects in this study were two tenth-grade students in middle school. They were one male student and one female student who have the similar mathematical ability. Data were collected by giving the Program for International Student Assessment (PISA) problem, especially mathematical literacy, and using the interview method. The research results showed that the quantitative literacy of male student in solving PISA problems is by using fewless symbols to represent time and incomplete algorithms and procedures. In comparison, the quantitative literacy of female student in solving PISA problems is by using a more detailed description, more mathematical operations, and solving the problem according to algorithms and procedures. Furthermore, both students have quantitative literacy aspects, including interpretation, calculation, representation, assumption, analysis, and communication skills. Therefore, the quantitative literacy ability of students can be used as a reference for teachers to determine the modeling activities conducted by students in solving the PISA problem.

Keywords


female student; male student; PISA problem; quantitative literacy

Full Text:

PDF

References


Anggara, D. S., Kadir, & Haribowo, H. (2021). Content validity analysis on mathematical quantitative literacy instruments in elementary schools. Journal of Physics: Conference Series, 1918(4), 042091. https://doi.org/10.1088/1742-6596/1918/4/042091.

Annizar, M., Maulyda, A., Khairunnisa, F., & Hijriani, L. (2020). Kemampuan pemecahan masalah matematis siswa dalam menyelesaikan soal PISA pada topik geometri. Jurnal Elemen, 6(1), 39-55. https://doi.org/10.29408/jel.v6i1.1688.

Azizi, R. (2017). Literasi matematika tingkat sekolah menengah pertama mengacu pada PISA (Programme for International Student Assessment) ditinjau dari gender. In Universitas Nusantara PGRI Kediri (Vol. 13). Kediri: Universitas Nusantara PGRI Kediri.

Bench, S. W., Lench, H. C., Liew, J., Miner, K., & Flores, S. A. (2015). Gender gaps in overestimation of math performance. Sex Roles, 72(11-12), 536-546. https://doi.org/10.1007/s11199-015-0486-9.

Boersma, S., & Klyve, D. (2013). Measuring habits of mind: Toward a prompt-less instrument for assessing quantitative literacy. Numeracy, 6(1), 1-14. https://doi.org/10.5038/1936-4660.6.1.6.

Fatmawati, A. (2019). Kemampuan literasi kuantitatif siswa kelas X ditinjau dari gaya kognitif. Prosiding Seminar Nasional Pendidikan Matematika, Universitas Muhammadiyah Malang.

Frith, V., & Prince, R. (2018). The National benchmark quantitative literacy test for applicants to South African higher education. Numeracy, 11(2), 1-25. https://doi.org/10.5038/1936-4660.11.2.3.

Hains, D., Intindola, M., Lepisto, D., & Wagner, B. (2019). Scrimmage! Teaching quantitative literacy through a multidimensional simulation. International Journal of Management Education, 17(1), 119–129. https://doi.org/10.1016/j.ijme.2019.01.002.

Karaali, G., Villafane-Hernandez, E., & Taylor, J. (2016). What’s in a name? A critical review of definitions of quantitative literacy, numeracy, and quantitative reasoning. Numeracy, 9(1), 1-34. https://doi.org/10.5038/1936-4660.9.1.2.

Karmila. (2018). Deskripsi kemampuan literasi matematis siswa ditinjau dari gender. Pedagogy, 3(1), 126-137.

Klug, J. L., Carey, C. C., Richardson, D. C., & Gougis, R. D. (2017). Analysis of high-frequency and long-term data in undergraduate ecology classes improves quantitative literacy. Ecosphere, 8(3), 1-13. https://doi.org/10.1002/ecs2.1733.

Lange, J. de. (2006). Mathematical literacy for living from OECD-PISA. Tsukuba Journal of Educational Study in Mathematics, 25(September), 13–35.

Lestariningsih, L., Amin, S. ., Lukito, A., & Lutfianto, M. (2018). Mathematisation of preservice teacher in solving higher order thinking problem. 160 (Incomed 2017), 291–294. https://doi.org/10.2991/incomed-17.2018.62.

Lestariningsih, L., Nurhayati, E., Susilo, T. A. B., Cicinidia, C., & Lutfianto, M. (2020). Development of mathematical literacy problems to empower students’ representation. Journal of Physics: Conference Series, 1464(1), 012018. https://doi.org/10.1088/1742-6596/1464/1/012018.

Lestariningsih, Nurhayati, E., & Lutfianto, M. (2020). Students’ thinking process in solving mathematical literacy problem with space and shape content. Journal of Physics: Conference Series, 1470(1), 012039. https://doi.org/10.1088/1742-6596/1470/1/012039.

Lindner, A. M. (2012). Teaching quantitative literacy through a regression analysis of exam performance. Teaching Sociology, 40(1), 50–59. https://doi.org/10.1177/0092055X11430401.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative data analysis. In Qualitative Data Analysis: A Methods Sourcebook. https://doi.org/10.4324/9781315701134-11.

Nye, P., & Hillyard, C. (2013). Personal financial behavior: The influence of quantitative literacy and material values. Numeracy, 6(1), 1-24. https://doi.org/10.5038/1936-4660.6.1.3.

OECD. (2019a). PISA 2018 assessment and analytical framework. In OECD Publishing. https://doi.org/10.1787/b25efab8-en.

OECD. (2019b). PISA 2018 results combined executive summaries. In PISA 2009 at a Glance. https://doi.org/10.1787/g222d18af-en.

Reilly, D. (2012). Gender, culture , and sex-typed cognitive abilities. PloS One, 7(7), 22808072. https://doi.org/10.1371/journal.pone.0039904.

Roohr, K. C., Graf, E. A., & Liu, O. L. (2014). Assessing quantitative literacy in higher education: An overview of existing research and assessments with recommendations for next-generation assessment. ETS Research Report Series, 2014(2), 1–26. https://doi.org/10.1002/ets2.12024.

Srimuliati, S. (2018). Profil literasi kuantitatif mahasiswa matematika FTIK IAIN Langsa. At-Tafkir, 11(1), 100–116. https://doi.org/10.32505/at.v11i1.530.

Steen, A. (2001). Mathematics and democracy: The case for quantitative literacy. Princeton, NJ: National Council on Education and the Disciplines and Woodrow Wilson Foundation.

Vacher, H. L. (2014). Looking at the multiple meanings of numeracy, quantitative literacy, and quantitative reasoning. Numeracy, 7(2), 1-14. https://doi.org/10.5038/1936-4660.7.2.1.

Wallace, D. (2019). Three formative questions in the quantitative literacy movement. Numeracy, 12(1), 1-8. https://doi.org/10.5038/1936-4660.12.1.13.




DOI: https://doi.org/10.29408/jel.v7i2.3557

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Authors

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

 Creative Commons License
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats