Re-Interpretation of Mathematical Literacy Based on the Teacher's Perspective

• Published in: International Journal of Instruction Vol. 12; no. 4; pp. 789 - 806
• Main Authors: Umbara, Uba, Suryadi, Didi
• Format: Journal Article
• Language: English
• Published: International Journal of Instruction 01.10.2019
• Subjects: Achievement Tests; Evaluation Methods; Foreign Countries; Gender Differences; International Assessment; Junior High School Teachers; Knowledge Level; Learning Processes; Mathematics Teachers; Numeracy; Secondary School Students; Indonesia
• ISSN: 1694-609X; 1308-1470
• DOI: 10.29333/iji.2019.12450a

This study was aimed to explore the teacher's knowledge and understanding of mathematical literacy, especially on the PISA survey, understanding of mathematical literacy, aspects, and processes of evaluating mathematical literacy in the PISA survey and the learning process carried out by respondents in their respective classes. The research used a qualitative method with case study design. The respondents involved in this study were 20 teachers. Questionnaires and interview guidelines were adopted as the instruments. The collected data were then analyzed descriptively. The results of this study show that: (1) there 60% respondents have lack of knowledge on mathematical literacy, (2) around 3.63% respondents showed the highest percentage of aspects of the learning process carried out in the class, while (3) aspects of mathematical literacy assessment process in the PISA survey the lowest percentage (2.47%). The data indicated that respondents understand the learning process better than the process of assessing mathematical literacy in the PISA survey. Campaigning for mathematical literacy in various teacher communities can be carried out simultaneously, structured, and systematically through a special program and continues to look at its development, with the intention of the teacher has a target in developing students' mathematical literacy and to improve Indonesia's ranking in the PISA survey.