Pupils’ mathematical literacy hierarchy dimension for solving the minimum competency assessment

• Published in: AIP conference proceedings Vol. 2727; no. 1
• Main Authors: Muhaimin, Lukman Hakim, Kholid, Muhammad Noor
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 07.06.2023
• Subjects: Literacy; Mathematical analysis; Problem solving; Students; Triangulation
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0141406

Mathematical literacy is the mastery of formulating, implementing, and interpreting mathematics efficiently from various contexts, content, and life processes. Moreover, decoding the issue required stages of problem-solving. Based on the Polya theory, there are four stages of problem-solving, including understanding the problem, devising a plan, carrying out the plan, and looking back. Minimum Competency Assessment (AKM) is a test that can enhance students’ mathematical literacy. This research was conducted to describe the object of mathematical literacy at each stage of Polya’s in solving the AKM problems. This research used a descriptive qualitative approach. The subjects taken were the students of VIII grades in Junior High School by applying the snowball sampling technique. The data were collected utilizing the Think Aloud method, which involved tests, interviews, and observations. The validity of the data in this study employed a triangulation method. The inductive technique was used to analyze the data. The results showed that in solving the AKM problem, mathematical literacy could emerge at each problem-solving stage with various responses from students. So it is necessary to describe the object of mathematical literacy at each stage of problem-solving.