Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation Perspective

Authors

  • Zainuddin Untu Universitas Mulawarman, Indonesia
  • Tri Widyasari Universitas Mulawarman, Indonesia
  • Intan Dwi Hastuti Universitas Muhammadiyah Mataram, Indonesia
  • Sutarto Sutarto Universitas Pendidikan Mandalika, South Africa
  • Percy Sepeng University of KwaZulu-Natal, South Africa
  • Dian Kurniati Universitas Jember, Indonesia
  • Sharifah Osman Universiti Teknologi Malaysia, Malaysia

DOI:

https://doi.org/10.33394/jk.v11i1.14659

Keywords:

Mathematical Literacy, Self-regulation, PISA, Space and Shape, Problem-Solving.

Abstract

This study aims to explore the role of self-regulation in enhancing mathematical literacy among high school students solving PISA Space and Shape problems. Employing a qualitative descriptive approach, data were collected through self-regulation questionnaires, PISA-based tasks, and semi-structured interviews from high school students categorized into high, moderate, and low self-regulation groups. The data analysis technique in this study consisting of three stages: data condensation, data display, and conclusion. Results reveal a strong correlation between self-regulation and mathematical literacy, with high self-regulation students excelling in formulating, employing, and interpreting mathematical problems. Moderate self-regulation students displayed partial success, while low self-regulation students struggled significantly, particularly in interpreting and validating solutions. The study underscores the importance of self-regulation strategies such as goal-setting, monitoring, and reflection in improving mathematical literacy. Instructional recommendations include structured goal-setting frameworks, reflective practices, and scaffolded tasks to support learners with varying self-regulation levels. These findings contribute to mathematics education by addressing the interplay between self-regulation and problem-solving in the underexplored Space and Shape domain. Future research should expand on these insights through larger, longitudinal studies to further validate the implications of self-regulation in educational contexts.

References

Acar, T. (2023). Breaking the cycle: The mediating effects of reading, mathematical, and ICT literacy skills on financial success in youth. Review of Education, 11(3). https://doi.org/10.1002/rev3.3421

Almarashdi, H., & Jarrah, A. (2022). The impact of a proposed mathematics enrichment program on UAE students’ mathematical literacy based on the PISA framework. Sustainability, 14(18), 11259. https://doi.org/10.3390/su141811259

Almarashdi, H., & Jarrah, A. (2023). Assessing tenth-grade students’ mathematical literacy skills in solving PISA problems. Social Sciences, 12(1), 33. https://doi.org/10.3390/socsci12010033

Beccuti, F. (2024). Meaning and subjectivity in the PISA mathematics frameworks: A sociological approach. Educational Studies in Mathematics, 116(1), 49–65. https://doi.org/10.1007/s10649-023-10296-z

Cheung, K. (2016). The effects of resilience in learning variables on mathematical literacy performance: A study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan, and Korea. Educational Psychology, 37(8), 965–982. https://doi.org/10.1080/01443410.2016.1194372

Cheung, K. (2024). A machineâ€learning model of academic resilience in the times of the COVIDâ€19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study. British Journal of Educational Psychology, 94(4), 1224–1244. https://doi.org/10.1111/bjep.12715

Efriani, A., Putri, R., & Hapizah, H. (2019). Sailing context in PISA-like mathematics problems. Journal on Mathematics Education, 10(2), 265–276. https://doi.org/10.22342/jme.10.2.5245.265-276

Ekawati, R., Susanti, S., & Chen, J. (2020). Primary students’ mathematical literacy: A case study. Infinity Journal, 9(1), 49. https://doi.org/10.22460/infinity.v9i1.p49-58

Kusmaryono, I., & Kusumaningsih, W. (2023). Evaluating the results of PISA assessment: Are there gaps between the teaching of mathematical literacy at schools and in PISA assessment? European Journal of Educational Research, 12(3), 1479–1493. https://doi.org/10.12973/eu-jer.12.3.1479

Kusuma, D., Wardono, W., & Cahyono, A. (2021). The characteristics of mathematical literacy based on students’ executive function. European Journal of Educational Research, 11(1), 193–206. https://doi.org/10.12973/eu-jer.11.1.193

Lestari, N., & Putri, R. (2020). Using the Palembang’s local context in PISA-like mathematics problem for analyzing mathematical literacy ability of students. Jurnal Pendidikan Matematika, 14(2), 169–182. https://doi.org/10.22342/jpm.14.2.6708.169-182

Machromah, I., Prayitno, H., Faiziyah, N., & Fatmasari, L. (2020). Designing PISA-like mathematics tasks to assess students' mathematical literacy. Universal Journal of Educational Research, 8(10), 4986–4995. https://doi.org/10.13189/ujer.2020.081072

Mitari, O., & Zulkardi, Z. (2019). PISA-like problems on students’ mathematical literacy using the context of Jakabaring Sport City. Journal of Physics Conference Series, 1315(1), 012014. https://doi.org/10.1088/1742-6596/1315/1/012014

Muhaimin, L. (2024). Unlocking the secrets of students’ mathematical literacy to solve mathematical problems: A systematic literature review. Eurasia Journal of Mathematics Science and Technology Education, 20(4), em2428. https://doi.org/10.29333/ejmste/14404

Murtiyasa, B., & Perwita, W. (2020). Analysis of mathematics literation ability of students in completing PISA-oriented mathematics problems with changes and relationships content. Universal Journal of Educational Research, 8(7), 3160–3172. https://doi.org/10.13189/ujer.2020.080745

Nisa, L., & Inayah, A. (2019). The lost process of mathematical literacy on excellent students at MAN 2 Kudus. Journal of Physics Conference Series, 1397(1), 012087. https://doi.org/10.1088/1742-6596/1397/1/012087

Nurutami, A., Riyadi, R., & Subanti, S. (2019). Students’ mathematical literacy ability on PISA’s Space and Shape task. Journal of Physics Conference Series, 1188, 012060. https://doi.org/10.1088/1742-6596/1188/1/012060

Putri, A. (2024). Realistic mathematics education and mathematical literacy: A meta-analysis conducted on studies in Indonesia. Journal of Education and Learning (Edulearn), 18(4), 1468–1476. https://doi.org/10.11591/edulearn.v18i4.21650

Retnawati, H., & Wulandari, N. (2019). The development of students’ mathematical literacy proficiency. Problems of Education in the 21st Century, 77(4), 502–514. https://doi.org/10.33225/pec/19.77.502

Sari, N., Prasetyawati, Y., Sukmaningthias, N., & Simarmata, R. (2023). Development of e-worksheet based on realistic mathematics education to support mathematical literacy skills of junior high school students. E3S Web of Conferences, 400, 03006. https://doi.org/10.1051/e3sconf/202340003006

Sa’diyah, M. (2024). Students' ability to formulate situations mathematically from context-based mathematics problems. TEM Journal, 13(2), 1443–1451. https://doi.org/10.18421/tem132-58

Stacey, K., & Turner, R. (2015). Assessing mathematical literacy. https://doi.org/10.1007/978-3-319-10121-7

Sulistiani, L., & Zulkardi, Z. (2019). Developing PISA-like mathematics problems using the Indonesian food context. Journal of Physics Conference Series, 1315(1), 012078. https://doi.org/10.1088/1742-6596/1315/1/012078

Taufik, A., & Zainab, N. (2021). Mathematical literacy of students in solving PISA-like problems based on cognitive styles of field-dependent and field-independent. Journal of Physics Conference Series, 1918(4), 042080. https://doi.org/10.1088/1742-6596/1918/4/042080

Tomyuk, O., Diachkova, A., Kiseleva, N., Kamka, S., & Nikolenko, O. (2022). Global trends in the education system of high-ranking countries according to PISA-2018. Perspectives of Science and Education, 55(1), 10–24. https://doi.org/10.32744/pse.2022.1.1

Trapsilasiwi, D., Oktavianingtyas, E., Putri, I., Adawiyah, R., Albirri, E., Firmansyah, F., … & Andriani, Y. (2019). Mathematical literacy of male and female students in solving PISA problems by “Shape and Space†content. Journal of Physics Conference Series, 1218(1), 012019. https://doi.org/10.1088/1742-6596/1218/1/012019

Zulkarnain, I., & Hidayanto, T. (2021). Mathematical literacy of prospective mathematics teachers in solving social arithmetic problems in the context of the wetland environment. Journal of Physics Conference Series, 1839(1), 012028. https://doi.org/10.1088/1742-6596/1839/1/012028

Downloads

Published

2025-03-21

How to Cite

Untu, Z., Widyasari, T., Hastuti, I. D., Sutarto, S., Sepeng, P., Kurniati, D., & Osman, S. (2025). Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation Perspective. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 11(1), 146–155. https://doi.org/10.33394/jk.v11i1.14659

Issue

Vol. 11 No. 1 (2025): March

Section

Articles

Citation Check

License

License and Publishing Agreement
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 publishing agreement.
Copyright
Authors who publish with JK agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 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.
Licensing for Data Publication
JK use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

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