Abstract

Indonesia’s mathematical literacy achievement remains below the global average, indicating a continued need to improve these skills. This study aims to map the mathematical literacy abilities of eighth-grade students in basic geometry, particularly two-dimensional shapes, based on Stacey and Turner’s indicators: (1) formulating real-life situations mathematically; (2) using concepts, facts, procedures, and reasoning; and (3) interpreting, applying, and evaluating results. This research employs a descriptive qualitative approach, with data collected through mathematical literacy tests, analysis of student responses, and in-depth interviews across three ability categories (high, medium, low). The categorization of subjects facilitates a more structured and in-depth analysis process. The findings show that most students fall into the medium category, while fewer are in the high and low categories. Based on the indicators, the main weaknesses are in students’ ability to formulate real-life situations mathematically and to evaluate results; these findings are consistent with PISA studies, which also highlight these two aspects as major weaknesses in Indonesian students’ mathematical literacy. High-ability students demonstrate mastery of all indicators, while medium-ability students generally complete only part of the process and rarely reflect on their answers. Low-ability students have difficulties in formulating real-life situations, using concepts, and are unable to evaluate results. This study confirms that the primary weaknesses are in formulating problems and evaluating results, in line with PISA findings. The implications of this study highlight the need for contextual and reflective mathematics learning, as well as strengthened teacher training in developing mathematical literacy assessments.

There is no Figure or data content available for this article

References

• Afni, N., & Hartono. (2020). Contextual teaching and learning (CTL) as a strategy to improve students mathematical literacy. Journal of Physics: Conference Series, 1581(1). https://doi.org/10.1088/1742-6596/1581/1/012043
• Aisyah, A., & Juandi, D. (2022). The description of Indonesian student mathematics literacy in the last decade. International Journal of Trends in Mathematics Education Research, 5(1), 105–110. https://doi.org/10.33122/ijtmer.v5i1.114
• Alali, R., & Wardat, Y. (2024). Exploring students’ mathematical literacy: The role of Self-efficacy and learning environment. Environment and Social Psychology, 9(8), 1–15. https://doi.org/10.59429/esp.v9i8.2838
• Arikunto, S. (2021). Dasar-Dasar Evaluasi Pendidikan Edisi 3 (3rd ed.). Jakarta: Bumi Aksara.
• Hayati, T. R., & Kamid, K. (2019). Analysis of Mathematical Literacy Processes in High School Students. International Journal of Trends in Mathematics Education Research, 2(3), 116–119. https://doi.org/10.33122/ijtmer.v2i3.70
• Jailani, J., Heri Retnawati, H. R., Wulandari, N. F., & Djidu, H. (2020). Mathematical Literacy Proficiency Development Based on Content, Context, and Process. Problems of Education in the 21st Century, 78(1), 80–101. https://doi.org/10.33225/pec/20.78.80
• Kappassova, S., Abylkassymova, A., Bulut, U., Zykrina, S., Zhumagulova, Z., & Balta, N. (2025). Mathematical literacy and its influencing factors: A decade of research findings (2015-2024). Eurasia Journal of Mathematics, Science and Technology Education, 21(7). https://doi.org/10.29333/ejmste/16615
• Khaesarani, I. R., & Ananda, R. (2022). Students’ mathematical literacy skills in solving higher-order thinking skills problems. Al-Jabar : Jurnal Pendidikan Matematika, 13(1), 81–99. https://doi.org/10.24042/ajpm.v13i1.11499
• Kusuma, A. P., Rahmawati, N. K., Siregar, N. K., Marpaung, J. R., & Triyono, A. (2025). Analysis of Students’ Mathematical Literacy Skills in Solving Word Problems on Probability Material. Logaritma : Jurnal Ilmu-Ilmu Pendidikan Dan Sains, 13(1), 89–108. https://doi.org/10.24952/logaritma.v13i1.14772
• Ma’ruf, A. H., Triyono, A., Riaseh, A. G., Nuary, R. H., Permatasari, N., & Saleh, R. R. M. (2024). Correlation Between Mathematical Literacy Abilities and Students ’ Mastery of Problem Solving Abilities. 10(November), 295–308. https://doi.org/10.30595/alphamath.v10i2.24175
• Malasari, P. N., Herman, T., & Jupri, A. (2017). The Construction of Mathematical Literacy Problems for Geometry. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012071
• Mas’udah, I. L., Sudirman, S., Susanto, H., & Rofiki, I. (2021). Fenomena Literasi Spasial Siswa: Studi Pada Geometri Ruang. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 7(2), 155. https://doi.org/10.24853/fbc.7.2.155-166
• Matope, S., & Chiphambo, S. (2022). Learner's Views on How the Language of Learning and Teaching Affects Their Understanding of Mathematical Literacy. PONTE International Scientific Researchs Journal, 78(12), 1–17. https://doi.org/10.21506/j.ponte.2022.12.1
• Miles, M. B,. Huberman, A. M. (1984). Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft. Education Researcher, 13(5), 20–30. https://doi.org/10.3102/0013189X013005020
• Octaria, D., Zulkardi, Z., Putri, R. I. I., & Hiltrimartin, C. (2025). Spatial Literacy in Geometry Learning: A Systematic Literature Review. Indiktika : Jurnal Inovasi Pendidikan Matematika, 7(1), 316–324. https://doi.org/10.31851/indiktika.v7i1.17038
• OECD. (2018). PISA For Development Result in Focus. https://doi.org/https://doi.org/10.1787/22260919
• OECD. (2023). PISA 2022 Results (Volume I): Overview of performance trends in Indonesia: Vol. I (Issue Volume I). https://www.oecd.org/en/publications/pisa-2022-results-volume-i_53f23881-en.html
• Pertiwi, K. J., & Setyaningsih, N. (2024). Students Mathematical Literacy Level in Solving PISA- based Problems Shape and Space Content : An Analysis from the Perspective of Self-concept Mathematics: A. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika, 7(2), 105–116.
• Rahmawati, N. K., Triyono, A., Kusuma, A. P., & Putri, I. N. (2024). Types and Factors of Student Difficulty Solving Algebra Problems Based on Polya Stages. Logaritma : Jurnal Ilmu-Ilmu Pendidikan Dan Sains, 12(02), 231–250. https://doi.org/10.24952/logaritma.v12i2.13397
• Ratnasari, G. I., & Abadi, A. M. (2018). Investigating mathematical literacy, mathematical reasoning skill, and self esteem of a public high school. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012096
• Ratnaningsih, N., & Hidayat, E. (2021). Error analysis and its causal factors in solving mathematical literacy problems in terms of habits of mind. Journal of Physics: Conference Series, 1764(1). https://doi.org/10.1088/1742-6596/1764/1/012104
• Rizki, L. M., & Priatna, N. (2019). Mathematical literacy as the 21st century skill. Journal of Physics: Conference Series, 1157(4), 1–5. https://doi.org/10.1088/1742-6596/1157/4/042088
• Rohanifar, M., Mohsenpour, M., & Gooya, Z. (2020). The root causes of the students’ errors in solving the mathematical literacy problems. Quarterly Journal of Educational Innovations, 18(4), 117–136. https://doi.org/10.22034/jei.2020.103565
• Rosana, A., Ma’ruf, A. H., & Triyono, A. (2024). Analysis of student errors in solving trigonometry questions. Proceedings of the 3rd International Conference on Education (ICE 2024), 3, 63–73. https://doi.org/10.31949/th.v9i1.9548
• Roth, W. M., Ercikan, K., Simon, M., & Fola, R. (2015). The assessment of mathematical literacy of linguistic minority students: Results of a multi-method investigation. Journal of Mathematical Behavior, 40, 88–105. https://doi.org/10.1016/j.jmathb.2015.01.004
• Samawati, I., & Kurniasari, I. (2021). Students’ Communication Skills In Solving Mathematical Literacy Problems Based On Mathematical Abilities. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 5(1), 22. https://doi.org/10.31331/medivesveteran.v5i1.1421
• Sonmez, D., & Yilmaz, K. G. (2023). Opinions of Mathematics Teachers about Mathematics Literacy Proficiency Level Table. Research on Education and Psychology, 7(Special Issue 2), 160–193. https://doi.org/10.54535/rep.1333140
• Stacey, K. (2015). The International Assessment of Mathematical Literacy: PISA 2012 Framework and Items. In Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 771–790). https://doi.org/10.1007/978-3-319-17187-6_43
• Stacey, K., & Turner, R. (2015). Assessing Literacy Mathematical The PISA Experience. In Springer International Publishing. Springer. https://doi.org/10.1007/978-3-319-10121-7
• Sugiyono, S. (2018). Metode Penelitian Kuatitatif, Kualitatif dan R & D Edisi 15. Bandung: Alfabeta.
• Tashtoush, M. A., & Wardat, Y. (2023). Conceptual Understanding for Systems of Linear Equations: Difficulties and
• Challenges. Information Sciences Letters, 12(12), 2491–2503. https://doi.org/10.18576/isl/121210
• Triyono, A., Saleh, R. R. M., Jubaydah, Ratmini, Kusuma, A. P., & Nurimani. (2025). Identification of Students’ Mathematical Literacy Abilities Based on Problem Solving Steps for Two-Variable Linear Equation Systems. JUSTE: Journal of Science and Technology, 5(2), 48–58. https://doi.org/10.51135/8yhkaz79
• Umbara, U., & Suryadi, D. (2019). Re-Interpretation of Mathematical Literacy Based on the Teacher’s Perspective. International Journal of Instruction, 12(4), 789–806. https://doi.org/10.29333/iji.2019.12450a

How to Cite This

Article Metrics

Download Statistics

Other Statistics

Copyright and Permissions

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

Authors published in this journal agree to the following terms:

• The copyright of each article is retained by the author (s) without restrictions
• The journal allows the author(s) to retain publishing rights without restrictions
• The author grants the journal the first publication rights with the work simultaneously licensed under the Creative Commons Attribution License, allowing others to share the work with an acknowledgement of authorship and the initial publication in this journal.
• Authors may enter into separate additional contractual agreements for the non-exclusive distribution of published journal versions of the work (for example, posting them to institutional repositories or publishing them in a book), with acknowledgement of their initial publication in this journal
• Authors are permitted and encouraged to post their work online (For example in the Institutional Repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and larger citations of published work
• Articles and all related material published are distributed under a Creative Commons Attribution-4.0 International Public License (CC - BY 4.0).

License

AlphaMath: Journal of Mathematics Education is licensed under a Creative Commons Attribution- 4.0 International Public License (CC - BY 4.0).

You are free to :

Share — copy and redistribute the material in any medium or format

Adapt — remix, transform, and build upon the material for any purpose, even commercially

Data Availability