RESEARCH PROPOSAL

AN ANALYSIS OF STUDENTS’ MATHEMATICAL LITERACY BASED

ON THE INITIAL MATHEMATICAL ABILITIES

ANDI WANDA RAHDIATULLAH

1811440002

DEPARTEMENT OF MATHEMATICS

FACULTY OF MATHEMATICS AND SCIENCE

STATE UNIVERSITY OF MAKASSAR

2021
 TABLE OF CONTENS

TABLE OF CONTENS .............................................................................. i

CHAPTER I INTRODUCTION ............................................................. 1
A. Background ............................................................................. 1
B. Research Focus ....................................................................... 4
C. Research Purpose ..................................................................... 4
D. Research Benefits .................................................................... 5
CHAPTER II PEMBAHASAN ............................................................... 6
A. Mathematical Literacy ............................................................. 6
1. Definition of Mathematical Literacy ................................... 6
2. Domain of Mathematics for PISA ....................................... 7
3. Fundamental of Mathematical Literacy ............................... 12
4. Level of Mathematics Proficieny ........................................ 14
5. Types of PISA Test Question .............................................. 16
B. Initial Mathematical Ability ..................................................... 17
C. PISA ........................................................................................ 18
CHAPTER III RESEARCH METHODS ................................................. 20
A. Research Types ....................................................................... 20
B. Research Time and Place ......................................................... 20
C. Research Subjects..................................................................... 20
D. Data Sources ............................................................................ 21
E. Research Instruments ............................................................... 22
F. Data Collection Techniques ...................................................... 22
G. Data Analysis Techniques ........................................................ 23
H. Data Validation Testing Tools and Techniques ......................... 24
REFERENCES ........................................................................................... 26

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 CHAPTER I

INTRODUCTION

A. Background

As one of the valuable learning subjects, Mathematics should be taught in

the world of education in Indonesia due to its nature as a science that exists in
every aspect of human life. In real life, mathematics is used to solve various daily
faced problems. The subject of Mathematics needs to be taught to equip one with
a logical and creative thinking ability, as well as the ability to work
collaboratively in a team.

One of the 21st century skills is the literacy ability. Based on OECD -
PISA 2012 Mathematical Framework (Rizki & Priatna, 2018), The competencies
required in the 21st century are : communication, mathematising, representation,
reasoning and argument, devising strategies for solving problems, using symbolic,
formal and technical language and operations, and using mathematical tools. The
capability that includes these five competencies is known as mathematical literacy
ability.

Organization for Economic Cooperation and Development or OECD

(Suharta & Suarjana, 2018) explained that mathematical literacy is an
individual’s capacity to formulate, employ, and interpret mathematics in a variety
of contexts. Oktiningrum, Zulkardi, and Hartono (2016) argued that Mathematical
literacy starts from realistic problems, which are categorized into category of
context and content. The mathematical literacy process start from identifying the
realistic problems and formulate the problem mathematically based on the
concepts and relationship inherent in the problem. After getting an appropriate
mathematical form of the problem, the next steps is to employ certain
mathematical procedures to obtained mathematical results, which then interpret

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those back into the initial problems. Therefore, mathematical literacy is the
knowledge and skills needed to live daily life, especially in the world of
education.

The Program for International Student Assessment (PISA) test was an

international program sponsored by the OECD to evaluate the literacy skills in
reading, mathematics, and science of students aged about 15 years. In the PISA
test, the purpose of the mathematical literacy test was to measure how students
apply mathematical knowledge that they had to solve a set of problems in a
variety of real context. PISA defines mathematics literacy was an individual's
ability to identify and understand the role of mathematics in the world, to make an
accurate assessment, to use and involve mathematics in various ways to meet the
needs of individuals as reflective, constructive and filial citizens (Julie, 2017).

Based on the assessment of mathematical literacy carried out through the

PISA (The Program for International Student Assessment) organized by the
OECD (Organization for Economic Cooperation and Development). The
assessment was carried out by surveying a number of countries, in 2000, 2003,
2006, 2009, 2012, and 2015. The results of the PISA survey during that period
showed that the average score of mathematical literacy was still below the average
score of other countries. Thus, the position of Indonesian students' mathematical
literacy is still below the mathematical literacy of other countries (Habibi &
Suparman, 2020). Therefore, PISA is a world-recognized assessment, so that the
results can really measure the position of Indonesian students' mathematical
literacy.

The Ministry of Education and Culture released the achievement of

Program for International Student Assessment (PISA) 2018 value on Tuesday,
December 3, 2019, in Jakarta. Based on the results of the study, Indonesian 2018
PISA Ranking was down when compared to the 2015 PISA results. This 2018
study assessed 600,000 15-year-olds from 79 countries every three years. The
study compared the math, reading, and science performance of each child. As for
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the mathematics category, Indonesia is ranked 7th from the bottom (73) with an
average score of 379 (Tohir, 2019).

The results of the achievement of low PISA mathematical literacy skills

are influenced by several factors, namely personal factors, instructional factors
and environmental factors. Personal factors are students 'perceptions of
mathematics and students' beliefs about early mathematical abilities
(Mahdiansyah & Rahmawati, 2014). The initial mathematical ability of students
is one of the determining factors in the success of learning mathematics. Each
student has different and different initial mathematical abilities according to the
abilities they have in the mathematics learning process.

Students' of initial mathematical abilities are the abilities they have before
participating in mathematics learning that will be given to students. Initial
mathematical ability describes the readiness of students in receiving new lessons
that will be given and delivered by the teacher. This is due to the hierarchical
characteristics of mathematical material, where a topic of mathematics material is
a prerequisite for the next material topic. Understanding of new material and new
concepts must first be understood by previous material concepts. Fast and slow
solving of mathematical literacy problems are influenced by the level of
mathematical initial abilities.

Based on the results of preliminary observations made on April 4, 2021,

Some students who were interviewed said that they did not understand the PISA
survey and even some students did not see the survey at all. Therefore, the low
level of knowledge about mathematical literacy is caused by the lack of
socialization from policy makers about mathematical literacy. In addition,
students also rarely access information about the PISA programs so that
knowledge about models in PISA assessment practice consists of categories of
mathematics content, categories of real world contexts, mathematical thinking and
actions, competencies and basic processes of mathematics. Most students have a
lack of understanding regarding mathematical literacy, this means that the
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learning carried out is not specifically carried out to develop mathematical

literacy. Some students also admitted that sometimes they were faced with the
problem of the large number of material that had not been taught, they tended to
do learning with a traditional approach. Based on these facts, overall they have
not realized the importance of mathematical literacy so that the learning that has
been carried out has not been carried out based on the important aspects of
mathematical literacy.

This situation made researchers suspected that students who have high and
moderate initial mathematical abilities have less difficulty in solving
mathematical literacy problems, compared to students who have low initial
mathematical abilities. Based on this, researchers are interested to know how
students' mathematical literacy based on their initial mathematical abilities.

B. Research Focus

This research focused on students' mathematical literacy based on initial

mathematical ability. Based on the background and research focus, so the research
questions are as follows :

1. How students' mathematical literacy abilities with high initial mathematical

ability?
2. How students' mathematical literacy abilities with moderate initial
mathematical ability?
3. How students' mathematical literacy abilities with low initial mathematical
ability?

C. Research Purpose

Based on the research focus above, the research purpose are as follows :

1. Describe students' mathematical literacy abilities with high initial

mathematical ability.
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2. Describe students' mathematical literacy abilities with average initial

mathematical ability.
3. Describe students' mathematical literacy abilities with low initial
mathematical ability.

D. Research Benefits

Based on the research purpose above, so the research benefit are as

follows :

1. Theoretical Benefits
a. From the results of this research are expected to be useful to improve
knowledge of mathematics, especially about mathematical literacy.
b. From the results of this study are expected to be able to make steps
socialization about the importance of reasoning skills and also the
importance of learning related math problems with everyday life.
2. Practical Benefits
a. For the researcher
This study adds to the researchers' insight in knowing students'
mathematical literacy based on initial mathematical abilities and in developing
teaching skills so as to improve students' mathematical literacy ability.
b. For the teachers
The benefit of this research for teachers is that it becomes a reference
material in developing learning so that it can improve students' mathematical
literacy ability.
c. For the school
This research report is a source of reading for students to be able to
develop skills and abilities in reading and writing, and to spur students to
develop mathematical literacy ability.
 CHAPTER II

LITERATURE REVIEWS

A. Mathematical Literacy

1. Definition of Mathematical Literacy

Literacy is an uptake of the English word, namel "Literacy" which means

literacy of letters. However, along with the times, literacy has undergone various
developments. one of the developments or parts of literacy that can be seen is
mathematical literacy. OECD (2013) explained that mathematical literacy used in
this report to denote the capacity of individuals to formulate, employ, and
interpret mathematics in a variety of contexts, not be perceived as synonymous
with minimal, or low-level, knowledge and skills.

Accoarding to the purposes of PISA 2012, Mathematical literacy is an

individual’s capacity to formulate, employ and interpret mathematics in a variety
of contexts. It includes reasoning mathematically and using mathematical
concepts, procedures, facts and tools to describe, explain and predict phenomena.
It assists individuals to recognise the role that mathematics plays in the world and
to make the well-founded judgements and decisions needed by constructive,
engaged and reflective citizens (OECD, 2017, 4). This implies that mathematical
literacy is not only in the assignment of material, but also includes the use of
reasoning, concepts, facts and mathematical tools in solving problems of everyday
life.

Stacey and Turner (Manfreda & Hodnik, 2021) also argued that
mathematical literacy is the ability to formulate, use and interpret mathematics in
various contexts, including mathematical reasoning, using mathematical concepts,
procedures, facts and tools to describe, explain and predict phenomena in order to
assist individuals in making constructive and reflective decisions.

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Based on some opinions on the above, it can be concluded that

mathematical literacy is individual abilities to apply mathematics in everyday life.

2. Domain of Mathematics for PISA

For purposes of the assessment, the PISA 2015 definition of mathematical

literacy can be analysed in terms of three interrelated aspects (OECD, 2017) :

a. Mathematical processes

The mathematical processes that describe what individuals do to connect

the context of the problem with mathematics and thus solve the problem, and the
capabilities that underlie those processes The definition of mathematical literacy
refers to an individual’s capacity to formulate, employ and interpret mathematics.
These three words – formulate, employ and interpret – provide a useful and
meaningful structure for organising the mathematical processes that describe what
individuals do to connect the context of a problem with the mathematics and thus
solve the problem. Items in the 2015 PISA mathematics survey are assigned to
one of three mathematical processes :

1) Formulating situations mathematically

The word formulate in the definition of mathematical literacy refers to

individuals being able to recognise and identify opportunities to use mathematics
and then provide mathematical structure to a problem presented in some
contextualised form. In the process of formulating situations mathematically,
individuals determine where they can extract the essential mathematics to analyse,
set up and solve the problem. They translate from a real-world setting to the
domain of mathematics and provide the real-world problem with mathematical
structure, representations and specificity. They reason about and make sense of
constraints and assumptions in the problem.
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2) Employing mathematical concepts, facts, procedures and reasoning

The word employ in the definition of mathematical literacy refers to

individuals being able to apply mathematical concepts, facts, procedures and
reasoning to solve mathematically formulated problems to obtain mathematical
conclusions. In the process of employing mathematical concepts, facts, procedures
and reasoning to solve problems, individuals perform the mathematical
procedures needed to derive results and find a mathematical solution
(e.g. performing arithmetic computations, solving equations, making logical
deductions from mathematical assumptions, performing symbolic manipulations,
extracting mathematical information from tables and graphs, representing and
manipulating shapes in space, and analysing data). They work on a model of the
problem situation, establish regularities, identify connections between
mathematical entities, and create mathematical arguments

3) Interpreting, applying and evaluating mathematical outcomes

The word interpret used in the definition of mathematical literacy focuses

on the abilities of individuals to reflect upon mathematical solutions, results, or
conclusions and interpret them in the context of real-life problems. This involves
translating mathematical solutions or reasoning back into the context of a problem
and determining whether the results are reasonable and make sense in the context
of the problem. This mathematical process category encompasses both the
“interpret” and “evaluate” arrows noted in the previously defined model of
mathematical literacy in practice Individuals engaged in this process may be
called upon to construct and communicate explanations and arguments in the
context of the problem, reflecting on both the modelling process and its results.

b. Mathematical Content

The mathematical content that is targeted for use in the assessment items.
These four categories characterize the range of mathematical content that is
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central to the discipline and illustrate the broad areas of content used in the test
items for PISA 2015:

1) Change and Relationship

Change and relationships is evident in such diverse settings as growth of

organisms, music, and the cycle of seasons, weather patterns, employment levels
and economic conditions. Aspects of the traditional mathematical content of
functions and algebra, including algebraic expressions, equations and inequalities,
tabular and graphical representations, are central in describing, modelling and
interpreting change phenomena. Representations of data and relationships
described using statistics also are often used to portray and interpret change and
relationships, and a firm grounding in the basics of number and units is also
essential to defining and interpreting change and relationships. Some interesting
relationships arise from geometric measurement, such as the way that changes in
perimeter of a family of shapes might relate to changes in area, or the
relationships among lengths of the sides of triangles.

2) Space and Shape

Space and shape encompasses a wide range of phenomena that are

encountered everywhere in our visual and physical world: patterns, properties of
objects, positions and orientations, representations of objects, decoding and
encoding of visual information, navigation and dynamic interaction with real
shapes as well as with representations. Geometry serves as an essential foundation
for space and shape, but the category extends beyond traditional geometry in
content, meaning and method, drawing on elements of other mathematical areas
such as spatial visualisation, measurement and algebra. For instance, shapes can
change, and a point can move along a locus, thus requiring function concepts.
Measurement formulas are central in this area. The manipulation and
interpretation of shapes in settings that call for tools ranging from dynamic
geometry software to Global Positioning System (GPS) software are included in
this content category.
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3) Quantity

Quantification is a primary method for describing and measuring a vast set

of attributes of aspects of the world. It allows for the modelling of situations, for
the examination of change and relationships, for the description and manipulation
of space and shape, for organising and interpreting data, and for the measurement
and assessment of uncertainty. Thus mathematical literacy in the area of quantity
applies knowledge of number and number operations in a wide variety of settings.

4) Uncertainty and Data

There is uncertainty in scientific predictions, poll results, weather forecasts

and economic models. There is variation in manufacturing processes, test scores
and survey findings, and chance is fundamental to many recreational activities
enjoyed by individuals. The traditional curricular areas of probability and
statistics provide formal means of describing, modelling and interpreting a certain
class of uncertainty phenomena, and for making inferences. In addition,
knowledge of number and of aspects of algebra, such as graphs and symbolic
representation, contribute to facility in engaging in problems in this content
category. The focus on the interpretation and presentation of data is an important
aspect of the uncertainty and data category.

c. Mathematical Contexts

The contexts in which the assessment items are located. The choice of
appropriate mathematical strategies and representations is often dependent on the
context in which a mathematics problem arises. Context is widely regarded as an
aspect of problem solving that imposes additional demands on the problem solver.
For the PISA survey, it is important that a wide variety of contexts is used. This
offers the possibility of connecting with the broadest possible range of individual
interests and with the range of situations in which individuals operate in the 21st
century.
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For purposes of the PISA 2015 mathematics framework, four context

categories have been defined and are used to classify assessment items developed
for the PISA survey:

1) Personal – Problems classified in the personal context category focus on

activities of one’s self, one’s family or one’s peer group. The kinds of contexts
that may be considered personal include (but are not limited to) those
involving food preparation, shopping, games, personal health, personal
transportation, sports, travel, personal scheduling and personal finance.

2) Occupational – Problems classified in the occupational context category are

centred on the world of work. Items categorised as occupational may involve
(but are not limited to) such things as measuring, costing and ordering
materials for building, payroll/accounting, quality control,
scheduling/inventory, design/architecture and job-related decision making.
Occupational contexts may relate to any level of the workforce, from unskilled
work to the highest levels of professional work, although items in the PISA
survey must be accessible to 15-year-old students.

3) Societal – Problems classified in the societal context category focus on one’s

community (whether local, national or global). They may involve (but are not
limited to) such things as voting systems, public transport, government, public
policies, demographics, advertising, national statistics and economics.
Although individuals are involved in all of these things in a personal way, in
the societal context category the focus of problems is on the community
perspective.

4) Scientific – Problems classified in the scientific category relate to the

application of mathematics to the natural world and issues and topics related
to science and technology. Particular contexts might include (but are not
limited to) such areas as weather or climate, ecology, medicine, space science,
genetics, measurement and the world of mathematics itself. Items that are
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intramathematical, where all the elements involved belong in the world of

mathematics, fall within the scientific context.

3. Fundamental Mathematical Capabilities Underlying the Mathematical

Literacy Processes

According to the OECD (2013) there are seven fundamental mathematical

capabilities underlying the mathematical literacy processesused in PISA 2015
Mathematics framework are as follows :
a. Communication: Mathematical literacy involves communication. The
individual perceives the existence of some challenge and is stimulated to
recognise and understand a problem situation. Reading, decoding and
interpreting statements, questions, tasks or objects enables the individual to
form a mental model of the situation, which is an important step in
understanding, clarifying and formulating a problem. During the solution
process, intermediate results may need to be summarised and presented. Later
on, once a solution has been found, the problem solver may need to present
the solution, and perhaps an explanation or justification, to others.

b. Mathematising: Mathematical literacy can involve transforming a problem

defined in the real world to a strictly mathematical form (which can include
structuring, conceptualising, making assumptions, and/or formulating a
model), or interpreting or evaluating a mathematical outcome or a
mathematical model in relation to the original problem. The term
mathematising is used to describe the fundamental mathematical activities
involved.

c. Representation: Mathematical literacy very frequently involves

representations of mathematical objects and situations. This can entail
selecting, interpreting, translating between, and using a variety of
representations to capture a situation, interact with a problem, or to present
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one’s work. The representations referred to include graphs, tables, diagrams,

pictures, equations, formulae, and concrete materials.

d. Reasoning and argument: a mathematical ability that is called on throughout

the different stages and activities associated with mathematical literacy is
referred to as reasoning and argument. This capability involves logically
rooted thought processes that explore and link problem elements so as to make
inferences from them, check a justification that is given, or provide a
justification of statements or solutions to problems.

e. Devising strategies for solving problems: Mathematical literacy frequently

requires devising strategies for solving problems mathematically. This
involves a set of critical control processes that guide an individual to
effectively recognise, formulate and solve problems. this skill is characterised
as selecting or devising a plan or strategy to use mathematics to solve
problems arising from a task or context, as well as guiding its implementation.
This mathematical capability can be demanded at any of the stages of the
problem solving process.

f. Using symbolic, formal and technical language and operations: Mathematical

literacy requires using symbolic, formal and technical language and
operations. this involves understanding, interpreting, manipulating, and
making use of symbolic expressions within a mathematical context
(including arithmetic expressions and operations) governed by
mathematical conventions and rules. It also involves understanding and
utilising formal constructs based on definitions, rules and formal systems and
also using algorithms with these entities. The symbols, rules and systems used
will vary according to what particular mathematical content knowledge is
needed for a specific task to formulate, solve or interpret the mathematics.

g. Using mathematical tools1: the final mathematical capability that underpins

mathematical literacy in practice is using mathematical tools. Mathematical
tools encompass physical tools such as measuring instruments, as well as
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calculators and computer-based tools that are becoming more widely

available. This ability involves knowing about and being able to make use of
various tools that may assist mathematical activity, and knowing about the
limitations of such tools. Mathematical tools can also have an important role
in communicating results.

4. Levels of Mathematics Proficiency

Based on the three components domain of the assessment of abilities

above, PISA questions are made based on 6 levels. Each level of the question
describes the mathematical literacy achieved by students. The following is a table
of levels of mathematical literacy skills according to PISA 2015 (OECD, 2017).

Summary description of the six levels of mathematics proficiency in PISA 2015

Level What students can typically do
6 At Level 6, students can conceptualise, generalise and utilise
information based on their investigations and modelling of complex
problem situations, and can use their knowledge in relatively non-
standard contexts. They can link different information sources and
representations and flexibly translate among them. Students at this level
are capable of advanced mathematical thinking and reasoning. These
students can apply this insight and understanding, along with a mastery
of symbolic and formal mathematical operations and relationships, to
develop new approaches and strategies for attacking novel situations.
Students at this level can reflect on their actions, and can formulate and
precisely communicate their actions and reflections regarding their
findings, interpretations, arguments, and the appropriateness of these to
the original situation.

5 At Level 5, students can develop and work with models for complex
situations, identifying constraints and specifying assumptions. They can
select, compare and evaluate appropriate problem-solving strategies for
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dealing with complex problems related to these models. Students at this

level can work strategically using broad, well-developed thinking and
reasoning skills, appropriate linked representations, symbolic and formal
characterisations, and insight pertaining to these situations. They begin
to reflect on their work and can formulate and communicate their
interpretations and reasoning.

4 At Level 4, students can work effectively with explicit models for

complex concrete situations that may involve constraints or call for
making assumptions. They can select and integrate different
representations, including symbolic, linking them directly to aspects of
real-world situations. Students at this level can utilise their limited range
of skills and can reason with some insight, in straightforward contexts.
They can construct and communicate explanations and arguments based
on their interpretations, arguments and actions.

3 At Level 3, students can execute clearly described procedures, including

those that require sequential decisions. Their interpretations are
sufficiently sound to be a base for building a simple model or for
selecting and applying simple problem-solving strategies. Students at
this level can interpret and use representations based on different
information sources and reason directly from them. They typically show
some ability to handle percentages, fractions and decimal numbers, and
to work with proportional relationships. Their solutions reflect that they
have engaged in basic interpretation and reasoning.

2 At Level 2, students can interpret and recognise situations in contexts

that require no more than direct inference. They can extract relevant
information from a single source and make use of a single
representational mode. Students at this level can employ basic
algorithms, formulae, procedures or conventions to solve problems
involving whole numbers. They are capable of making literal
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interpretations of the results.

1 At Level 1, students can answer questions involving familiar contexts

where all relevant information is present and the questions are clearly
defined. They are able to identify information and to carry out routine
procedures according to direct instructions in explicit situations. They
can perform actions that are almost always obvious and follow
immediately from the given stimuli.

Based on the level of mathematical literacy skills in PISA above, the

questions tested on students are made based on the abilities measured at each level
in PISA from level 1 to level 6.

5. Types of PISA Test Question

In general, there are three forms of questions in PISA (OECD, 2013), namely :

a. Open constructed-response type

The form of this question is a type of open question, meaning that students
are asked to provide answers or responses to the problem by writing the steps for
solving or the strategies used in solving the problem. Usually this form of
question has a variety of possible correct answers.

b. Closed constructed-response type

This form of questions provides a more structured arrangement for

presenting solutions to problems, and allows students to provide answers that can
be easily graded as true or false. Because in this form of questions, students are
only asked to write answers in numeric form or in other forms that are closed, for
example filling in the dots with the final answer without writing how to solve the
problem.
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c. Selected-response (Multiple-choice type)

This form of question requires students to choose one of the answers that
are considered the most correct from several alternative answers, for example
choosing one of the answers from options A, B, C, D, or E.

B. Initial Mathematical Ability

Initial mathematical abilities are abilities that can be the basis for receiving
new knowledge. Initial mathematical abilities are abilities that students have
acquired before acquiring certain new terminal abilities. This initial ability of
students is important for teachers so that they can provide the right dose of
lessons, not too difficult and not too easy. Initial skills are also useful for taking
the necessary steps.

Students' of initial mathematical abilities are the abilities they have before
participating in mathematics learning that will be given to students. Initial
mathematical ability describes the readiness of students in receiving new lessons
that will be given and delivered by the teacher. This is due to the hierarchical
characteristics of mathematical material, where a topic of mathematics material is
a prerequisite for the next material topic. Understanding of new material and new
concepts must first be understood by previous material concepts. Fast and slow
solving of mathematical literacy problems are influenced by the level of
mathematical initial abilities.

Based on some opinions on the above, it can be concluded that Initial

mathematical ability is the basic mathematical ability possessed by students in
order to solve or solve problems regarding mathematical literacy where the fast
and slow solving of mathematical literacy problems is influenced by the initial
level of ability.
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In this research, a measurement tool for mathematical ability used is direct

advice from the subject mathematics teachers. Advice for learning outcomes are
divided into three categories, namely low (S1), moderate (S2), and high (S3)

C. PISA (The Program for International Student Assessment)

The Program for International Student Assessment (PISA) test was an
international program sponsored by the OECD to evaluate the literacy skills in
reading, mathematics, and science of students aged about 15 years. In the PISA
test, the purpose of the mathematical literacy test was to measure how students
apply mathematical knowledge that they had to solve a set of problems in a
variety of real context. PISA defines mathematics literacy was an individual's
ability to identify and understand the role of mathematics in the world, to make an
accurate assessment, to use and involve mathematics in various ways to meet the
needs of individuals as reflective, constructive and filial citizens (Julie, 2017).
OECD (2017) explained that the PISA 2015 survey focused on science,
with reading, mathematics and collaborative problem solving as minor areas of
assessment. PISA 2015 also included an assessment of young people’s financial
literacy, which was optional for countries and economies. PISA assesses not only
whether students can reproduce knowledge, but also whether they can extrapolate
from what they have learned and apply their knowledge in new situations. It
emphasises the mastery of processes, the understanding of concepts, and the
ability to function in various types of situations. The PISA mathematics
framework defines the domain of mathematics for the PISA survey and describes
an approach to assessing the mathematical literacy of 15-year-olds. That is, PISA
assesses the extent to which 15-year-old students can handle mathematics adeptly
when confronted with situations and problems – the majority of which are
presented in real-world contexts.
Based on the assessment of mathematical literacy carried out through the
PISA (Program for International Student Assessment) organized by the OECD
(Organization for Economic Cooperation and Development). The assessment was
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carried out by surveying a number of countries, in 2000, 2003, 2006, 2009, 2012,
and 2015. The results of the PISA survey during that period showed that the
average score of mathematical literacy was still below the average score of other
countries. Thus, the position of Indonesian students' mathematical literacy is still
below the mathematical literacy of other countries. Therefore, PISA is a world-
recognized assessment, so that the results can really measure the position of
Indonesian students' mathematical literacy.
 CHAPTER III

RESEARCH METHODS

A. Research Types

The research methodology used in this research was descriptive with

qualitative approach. This research will be conducted by collecting data in the
form of information obtained from research subjects. This study aims to describe
the studets mathematical literacy based on initial mathematical abilities.

B. Research Time and Place

This research will be conducted at SMA Negeri 6 Bone. SMA Negeri 6

Bone is one of the best senior high school in the District Bone. The school is
located in the Balle Village, Sub-district Kahu, District Bone, Sulawesi Selatan
Province.

C. Research Subjects

In this research, to determine the subject, the research will be conducted

using purposive sampling technique, namely subject determination techniques
with certain considerations. Subjects in this research consisted of 3 students from
class X MIPA SMA Negeri 6 Bone, which are 1 student with high initial
mathematical ability, 1 student with moderate initial mathematical ability, and 1
student with low initial mathematical ability. Subject selection in this research
based on the average score of daily tests based on the minimum completeness
criteria (MCC) and advice given by mathematics teachers of class X MIPA SMA
Negeri 6 Bone.

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D. Data Sources

1. Data

Data is facts and figures that can be used as material for compiling
information. While information is the result of data processing that is intended for
a purpose. The types of research data are grouped into two parts, are as follows :

a. Primary Data

Primary data is information data obtained first-hand, collected directly

from the source. Primary data in this research were the results of tests of
mathematical literacy abilities and the results of interviews.

b. Secondary Data

Secondary data is information data obtained by second hand that has been
collected by several people (organizations) for research purposes. Secondary data
in this research were photographs during interviews and test implementation.

2. Data Sources

Data sources are the subjects from which data can be obtained. The data
sources in this research are classified into :

a. Person, the data source is in the form of a person, namely a data source that
can provide data in the form of oral answers through interviews or written
answers through questionnaires. The person in this study were students as
interview subjects who were chosen by the researcher based on the
documentation of the students' abilities from the subject teachers. Students
who are selected act as informants who explain the answers they wrote on the
answer sheets to the previous test of matmematical literacy.

b. Paper, data sources in the form of symbols, namely data sources that present
signs in the form of letters, numbers, pictures, or other symbols. The paper in
this study is the results of the students' mathematical literacy ability test.
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E. Research Instruments

The instrument used in this research is two main type, main and auxiliary
instruments. The main instruments are the researchers themselves who act as
planners, data collectors, data analysis, interpreters, and reporters of research
results. The auxiliary instruments used in this study are test of initial mathematical
ability, test of mathematical literacy ability, and interview guidelines.

The development of auxiliary instruments are described below :

1. Mathematical Literacy Ability Test

Instrument students 'mathematical literacy abilities test developed with the

aim to obtain data on students' mathematical literacy abilities. The test used on
this study is in the form of PISA adaptation test which are translated into
Indonesian language.

2. Interview Guidelines

Interview is a form of verbal communication, a kind of conversation that

aims to obtain information. The instrument is based on interview guidelines with
indicators of mathematical literacy skills. Subjects were interviewed in-depth to
analyze their mathematical literacy skills based on previous tests of mathematical
literacy abilities. The interview is unstructured and non-formal, with the aim that
the researcher finds the problem more openly and the subject can be invited to
express their opinions or ideas about solving the problems made.

F. Data Collection Teqchniques

Collecting data in this study will be collected using support instruments as

follows:

1. Collecting Data of students based on the initial mathematical ability

 23

Subject selection in this research based on the average score of daily tests
based on the minimum completeness criteria (MCC) and advice given by
mathematics teachers of class X MIPA SMA Negeri 6 Bone, With the following
categories:

Table 3.1 Categorization Criteria of Initial Mathematical Abilities

Score Category
Scrore > MCC High
Score = MCC Moderate
Score < MCC Low

2. Provision of Mathematical Literacy Ability Test

Subjects will be selected by mathematical literacy ability test that aims to

get the data related to students' mathematical literacy. The test used on this study
is in the form of PISA adaptation test which are translated into Indonesian
language.

3. Interview Methods

The interview in this study so determines the level of literacy skills

possessed by students because at the level of literacy skills released by PISA there
is a level of communicating the answers they have written.

G. Data Analysis Techniques

Analysis of the data in this research conducted by several stages, namely:

1. Data Reduction

Data reduction is a sensitive thought process that requires intelligence and

high breadth and depth of insight. The data that has been reduced will provide a
clear picture and make it easier for researchers to carry out further research
 24

activities, what researchers do is to check the results of students' mathematical

literacy tests, which are analyzed based on the initial mathematics ability test.

2. Data Display

Data display is a compiled collection of information that gives the

possibility of drawing conclusions and taking action. The form of data
presentation carried out in this study is to present the data on the results of
students' mathematical literacy tests based on their initial mathematical abilities.

3. Conclusion and Verification

The conclusions in qualitative research are new findings that have never
existed before. Findings can be in the form of descriptions or descriptions of an
object that was previously dim or dark so that after being examined it becomes
clear, it can be in the form of a causal or interactive relationship, hypothesis or
theory. Conclusion in this study is the answer to the formulation of the research
problem.

H. Data Validation Testing Tools and Techniques

In addition, to obtain data whose validity values have unquestioned

validity, the researcher conducts triangulation. Triangulation is a data validity
checking technique that makes use of something else. Triangulation is carried out
with the intention of checking the correctness of certain data and comparing it
with data obtained from other sources. Triangulation is essentially an approach
taken by researchers when collecting and analyzing data, so that the phenomenon
under study can be understood and it is possible to obtain a justifiable level of
truth.

1. Source Triangulation
Source triangulation is to test the correctness of the data which is done by
checking the data that has been obtained through several sources. Source
triangulation by comparing the result data from the written test with the interview
 25

data and comparing the results from the written test and interviews with the
content of the student's ability suggestions obtained from the teacher.

2. Technique Triangulation
Technique triangulation to test the correctness of the data is done by
checking data to the same source with different techniques. For example, data
obtained from interviews, then checked against existing documentation. If the data
obtained were different, the researchers conducted further discussions with the
informants concerned.
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