Kemampuan Numerasi Siswa Sekolah Menengah Pertama: Sebuah Studi Analisis Pemecahan Masalah dalam Konteks Kehidupan Nyata

Authors

  • Erni Puji Astuti Universitas Muhammadiyah Purworejo

DOI:

https://doi.org/10.30605/proximal.v8i2.6669

Keywords:

Kemampuan Numerasi, Pemecahan Masalah, Konteks Kehidupan Nyata

Abstract

Kemampuan numerasi merupakan keterampilan esensial abad ke-21 yang masih menjadi tantangan bagi banyak siswa, terutama dalam menyelesaikan masalah berbasis konteks kehidupan nyata. Penelitian ini bertujuan untuk mengungkap profil kemampuan numerasi siswa Sekolah Menengah Pertama melalui analisis kesalahan dalam menyelesaikan masalah numerasi. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa tes dan wawancara semi-terstruktur. Analisis data dilakukan melalui proses reduksi, penyajian, dan verifikasi data. Terdapat tiga indikator numerasi pada penelitian ini:  kemampuan dalam memahami masalah, menentukan strategi, menerapkan strategi untuk menyelesaikan masalah, menafsirkan dan mengevaluasi. Hasil penelitian menunjukkan bahwa siswa mengalami kesalahan dalam mengidentifikasi informasi yang relevan dan menginterpretasikan serta mengevaluasi solusi sesuai konteks masalah yang disajikan. Temuan ini menunjukkan adanya kesenjangan antara pembelajaran matematika di kelas dan tuntutan kemampuan numerasi dalam kehidupan nyata. Implikasi dari penelitian ini menekankan pentingnya pembelajaran berbasis konteks kehidupan nyata dan asesmen yang merefleksikan keterampilan berpikir tingkat tinggi sebagai upaya strategis dalam meningkatkan kemampuan numerasi siswa secara menyeluruh.

Downloads

Download data is not yet available.

References

Abbacan, M.-A. D., Lasangen, J. P., Calado, Z. L. F., Catalino, F. G., & Terceno, R. T. (2025). Exploring the impact of educational games on numeracy skill development among the elementary learners: A systematic review. Cognizance Journal, 5(1), 274–286. https://doi.org/10.47760/COGNIZANCE.2025.V05I01.023

Achmetli, K., Schukajlow, S., & Rakoczy, K. (2019). Multiple solutions for real-world problems, experience of competence and students’ procedural and conceptual knowledge. International Journal of Science and Mathematics Education, 17(8), 1605–1625. https://doi.org/10.1007/S10763-018-9936-5

Astuti, E. P., Wijaya, A., & Hanum, F. (2024a). Characteristics of junior high school teachers’ beliefs in developing students’ numeracy skills through ethnomathematics-based numeracy learning. Journal of Pedagogical Research, 8(1), 244–268. https://doi.org/10.33902/JPR.202423405

Astuti, E. P., Wijaya, A., & Hanum, F. (2024b). Teachers’ belief in ethnomathematics-based numeracy learning scale: A rasch model analysis. TEM Journal, 13(2), 992–1006. https://doi.org/10.18421/TEM132-14

Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M., & Henning, E. (2021). An early numeracy intervention for first-graders at risk for mathematical learning difficulties. Early Childhood Research Quarterly, 55, 252–262. https://doi.org/10.1016/J.ECRESQ.2020.12.002

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Callingham, R., Beswick, K., & Ferme, E. (2015). An initial exploration of teachers’ numeracy in the context of professional capital. ZDM - International Journal on Mathematics Education, 47(4), 549–560. https://doi.org/10.1007/S11858-015-0666-7/METRICS

Cresswell, John W. and Cresswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications Inc.

de Bruin, W. B., & Slovic, P. (2021). Low numeracy is associated with poor financial well-being around the world. PLOS ONE, 16(11), e0260378. https://doi.org/10.1371/JOURNAL.PONE.0260378

Geiger, V., Goos, M., & Forgasz, H. (2015). A rich interpretation of numeracy for the 21st century: a survey of the state of the field. ZDM, 47. https://doi.org/10.1007/s11858-015-0708-1

Goos, M., Geiger, V., & Dole, S. (2014). Transforming professional practice in numeracy teaching. Advances in Mathematics Education. https://sci-hub.se/https://link.springer.com/chapter/10.1007/978-3-319-04993-9_6

Gulo, R. J., Zega, Y., Telaumbanua, Y. N., & Mendrofa, R. N. (2024). Analysis of students difficulties in solving junior high school mathematics problems. Edutec, 8(2). https://doi.org/10.29062/EDU.V8I2.1011

Gvozdic, K., & Sander, E. (2020). Learning to be an opportunistic word problem solver: going beyond informal solving strategies. ZDM - Mathematics Education, 52(1), 111–123. https://doi.org/10.1007/S11858-019-01114-Z

Hariani, L. S., Mohamad, M. bin, & Sulistyo, S. (2023). How can HOTS for vocational high school students be enhanced through the problem-based learning model? AL-ISHLAH: Jurnal Pendidikan, 15(4), 5816–5824. https://doi.org/10.35445/ALISHLAH.V15I4.4605

Hasanah, S. I., Tafrilyanto, C. F., & Aini, Y. (2019). Mathematical reasoning: The characteristics of students’ mathematical abilities in problem solving. Journal of Physics: Conference Series, 1188(1), 012057. https://doi.org/10.1088/1742-6596/1188/1/012057

Karimah, R. K. N., Kusmayadi, T. A., & Pramudya, I. (2018). Analysis of difficulties in mathematics learning on students with guardian personality type in problem-solving HOTS geometry test. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1008/1/012076

Lopez-Pedersen, A., Mononen, R., Aunio, P., Scherer, R., & Melby-Lervåg, M. (2023). Improving numeracy skills in first graders with low performance in early numeracy: a randomized controlled trial. Remedial and Special Education, 44(2), 126–136. https://doi.org/10.1177/07419325221102537/SUPPL_FILE/SJ-DOCX-2-RSE-10.1177_07419325221102537.DOCX

Mangarin, R. A., & Caballes, D. O. (2024). Difficulties in learning mathematics: A systematic review. International Journal of Research and Scientific Innovation, XI(IX), 401–405. https://doi.org/10.51244/IJRSI.2024.1109037

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook edition. SAGE Publication, Inc. https://books.google.co.id/books?id=p0wXBAAAQBAJ&printsec=frontcover&hl=id#v=onepage&q&f=false

Mitani, H. (2021). Test score gaps in higher order thinking skills: Exploring instructional practices to improve the skills and narrow the gaps. AERA Open, 7. https://doi.org/10.1177/23328584211016470/SUPPL_FILE/SJ-DOCX-1-ERO-10.1177_23328584211016470.DOCX

Munawaroh, Q., Dewi Wulandari, M., Tina, H., & Astuti, M. (2024). Improving elementary school students’ mathematics problem solving skills through Problem-Based Learning (PBL) based on Higher Order Thinking Skills (HOTS). JENIUS (Journal of Education Policy and Elementary Education Issues), 5(1), 1–11. https://doi.org/10.22515/JENIUS.V5I1.8912

OECD. (2018). PISA 2021 Mathematics framework. In Angewandte Chemie International Edition, 6(11), 951–952. http://www.oecd.org/pisa/pisaproducts/pisa-2021-mathematics-framework-draft.pdf

OECD. (2023). PISA 2022 results (volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Oz, T., & Isik, A. (2024). The Opportunities for mathematical reasoning skills that teachers provide for their students in the learning environment. Participatory Educational Research, 11(3), 1–21. https://doi.org/10.17275/PER.24.31.11.3

Popović, B., Dimitrijević, S., Stanić, M., & Milenković, A. (2022). Students’ success in solving mathematical problems depending on different representations. Teaching of Mathematics, 25(2), 74–92. https://doi.org/10.57016/TM-BAPU1403

Samosir, C. M., Herman, T., Prabawanto, S., Melani, R., & Mefiana, S. A. (2024). Students’ difficulty in understanding problems in the contextual problem-solving process. Prisma, 13(1), 20–20. https://doi.org/10.35194/JP.V13I1.3726

Sasse, H., Weber, A. M., Reuter, T., & Leuchter, M. (2025). Teacher guidance and on-the-fly scaffolding in primary school students’ inquiry learning. Science Education, 109(2), 579–604. https://doi.org/10.1002/SCE.21921;PAGEGROUP:STRING:PUBLICATION

Scheibling-Sève, C., Pasquinelli, E., & Sander, E. (2020). Assessing conceptual knowledge through solving arithmetic word problems. Educational Studies in Mathematics, 103(3), 293–311. https://doi.org/10.1007/S10649-020-09938-3/METRICS

She, H. C., Stacey, K., & Schmidt, W. H. (2018). Science and mathematics literacy: PISA for better school education. International Journal of Science and Mathematics Education, 16, 1–5. https://doi.org/10.1007/s10763-018-9911-1

Stacey, K., & Turner, R. (2015). The evolution and key concepts of the PISA mathematics frameworks. In Assessing Mathematical Literacy: The PISA Experience. https://doi.org/10.1007/978-3-319-10121-7_1

Tout, D. (2020). Evolution of adult numeracy from quantitative literacy to numeracy: Lessons learned from international assessments. International Review of Education, 66(2–3), 183–209. https://doi.org/10.1007/S11159-020-09831-4/METRICS

Tout, D., & Gal, I. (2015). Perspectives on numeracy: Reflections from international assessments. ZDM - International Journal on Mathematics Education, 47(4), 691–706. https://doi.org/10.1007/S11858-015-0672-9/METRICS

Tupamahu, P. Z., Ratumanan, T. G., & Laamena, C. (2023). Students’ mathematical representation and communication ability in mathematics problem solving. Jurnal Didaktik Matematika, 10(1), 111–130. https://doi.org/10.24815/JDM.V10I1.29376

Waswa, D. W., & Al-kassab, M. M. (2023). Mathematics learning challenges and difficulties: A students’ perspective. Springer Proceedings in Mathematics and Statistics, 418, 311–323. https://doi.org/10.1007/978-981-99-0447-1_27

Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015a). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89(1), 41–65. https://doi.org/10.1007/s10649-015-9595-1

Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015b). Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. Mathematics Education Research Journal, 27(4), 637–662. https://doi.org/10.1007/s13394-015-0157-8

Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 11(3), 555–584. https://doi.org/10.54870/1551-3440.1317

Yaqiong Li, Wenbin Xu, Yiwen Xu, & Bao Liu. (2023). Mathematics learning and teaching directed to process construction: reflection on the application of mathematical induction. Annals of Mathematical Modeling, 2(2), 82–89. https://doi.org/10.33292/AMM.V2I2.23

Yasukawa, K., & Evans, J. (2020). Numeracy as social practice: Global and local perspectives. Literacy and Numeracy Studies, 27(1). https://doi.org/10.5130/LNS.V27I1.6962

Yusuf, R. M. M., & Ratnaningsih, N. (2022). Analisis kesalahan numerasi peserta didik dalam menyelesaikan soal assesmen kompetensi Minimum. Jurnal Paedagogy, 9(1), 24–33. https://doi.org/10.33394/JP.V9I1.4507

Downloads

Published

2025-08-18

How to Cite

Astuti, E. P. (2025). Kemampuan Numerasi Siswa Sekolah Menengah Pertama: Sebuah Studi Analisis Pemecahan Masalah dalam Konteks Kehidupan Nyata. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 8(2), 923–932. https://doi.org/10.30605/proximal.v8i2.6669

Issue

Vol. 8 No. 2 (2025): Innovasi dalam Matematika dan Pembelajarannya

Section

Articles

License

Copyright (c) 2025 Erni Puji Astuti

Creative Commons License

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

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.