Rooselyna Ekawati - [ ]
Susanti Susanti
Jian-Cheng Chen


This paper analyses Indonesian primary students’ Mathematical literacy in solving PISA like problems. The instruments were administered to 254 sixth graders from five different regions in Surabaya, Indonesia with various social background. There were three contents (quantity, Uncertainty and data, space and shape) and three level problems (High, Medium and Easy) used to develop Mathematics Literacy Test (MLT). Three students’ categories (Good, Middle and Low) were established by cluster analysis methodology. The most students’ challenge on MLT was space and shape as well as uncertainty and data’s content problem. The description of profile of primary students’ mathematical literacy related to MLT are worthy to suggest the design of learning lines for primary students to have more opportunity to learn and solve Mathematics literacy problem.


Indonesia; Mathematical Literacy; PISA like; Primary Students


Ben-Chaim, D., Lappan, G., & Houang, R. (1989). Adolescent’s ability to communicate spatial information: analyzing and effecting students’ performance. Educational Studies in Mathematics, 20, 121-146

Gutierrez, A. (1992). Exploring the links between Van Hiele levels and 3-dimensional geometry. Structural Topology, 18, 31-48.

Hayat, B (2010). Literacy of Our Youngsters : Results and Restraints from PISA. International Journal of Education Vol 5, No 1, November 2010 (1-16).

Hofer, T& Beckmann, A (2009). Supporting mathematical literacy : examples from a cross curricular project. ZDM Mathematics Education 41:223-230

Jolliffe, I. T. (2002). Principal component analysis, 2nd edition. New York: Springer-Verlag

Ni’mah, L., Junaedi, I. & Mariani, S. (2017). Mathematical Literacy’s Vocational Students Based on Logical and Numerical Reasoning. Infinity, 6 (2), 95-110. doi:10.22460/infinity.v6i2.p95-110

Ojose, B (2011). Mathematics literacy: Are We Able To Put The Mathematics We Learn Into Everyday Use?. Journal of Mathematics Education Vol 4 No 1 pp 89-100

OECD. (2010). PISA 2012 Mathematics Framework.

OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris: OECD Publishing.

OECD. (2014). PISA 2012 Result in Focus: What 15-year-olds know and what they can do with what they know.

OECD. (2014). PISA 2012 Results: What Students Know and Can Do Student Performance in Mathematics, Reading and Science. Volume I. Paris: OECD Publishing.

Stacey, K. (2011). The PISA View of Mathematical Literacy in Indonesia, Journal on Mathematics Education (IndoMS-JME), 2(2),95-126..

Stacy, K & Turner, R. (2015). Assessing Mathematical Literacy The PISA Experience: The Evolution and Key Concepts of the PISA Mathematics Framework. New York: Springer International Publishing.

Saenz, C. (2009). The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA). Educational Studies of Mathematics 71: 123-143. Springer

Watson, J. M. (2003): Statistical Literacy at the school level: What should students know and do? In Bulletin of the International Statistical Institute 54th Session Proceedings Berlin 2003, (Volume LX, Book 2, Invited Papers, Topic 49, pp. 68-71)

Widjaja, W. (2011). Towards Mathematical Literacy in the 21st Century : Perspectives from Indonesia, Southeast Asian Mathematics Education Journal, 1(1),75--84.

Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., Robitzschc, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors, The Mathematics Enthusiast, 11(3),555-584.


Article Metrics

Abstract view : 14 times


  • There are currently no refbacks.

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