Analisis Kemampuan Literasi Numerasi Siswa Melalui Soal Model PISA Berbasis Konteks Keislaman di Sekolah Dasar Muhammadiyah 15 Surakarta
Keywords:
Numeracy Literacy Skills, PISA Model QuestionsAbstract
The low ability of students to understand questions in the Programme for International Student Assessment (PISA) model, as reflected in the results of the previous Minimum Competency Assessment (AKM), has become a serious concern in Indonesian education. Many students struggle to solve literacy and numeracy questions based on real-life contexts that require higher-order thinking skills. This indicates a gap between classroom learning processes and the demands of competency assessments that emphasize analytical, reflective, and applied skills. This study employs a qualitative descriptive method. The instruments used in this research include tests, interviews, and observations. The results of the study show that 50% of students had difficulty answering questions in diagram form, while 83.3% had difficulty with comparison-based questions. Low-level questions could be solved with an 80% success rate, but the success rate dropped to 55% for medium-level questions and only 10% for high-level questions requiring critical thinking and mathematical modeling skills. Common errors made by students include misunderstanding the question (40%), simple calculation errors (30%), and difficulty in constructing mathematical models (10%). These findings indicate the need for problem-based learning and the use of context to enhance students' critical and creative thinking skills. Additionally.
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References
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