Profil literasi matematika pada komponen konteks ditinjau dari status akreditasi sekolah

Abstrak

This research aims to understand students' mathematical literacy from the perspective of teachers. This research uses a descriptive design with a survey approach involving 26 teachers from three junior high schools in Tasikmalaya City with A, B, and C accreditation. Data were collected through questionnaires and open-ended questions. The teachers' responses to the open-ended questions were reviewed by grouping the responses into main themes that indicate the forms of students' difficulties. The research results indicate that students' understanding of concepts and procedures is generally in the moderate category, while their ability to apply mathematics in real-life situations appears to be relatively better. However, students' abilities vary in each context. The personal context shows diverse responses, the social context tends to be moderate, and the scientific context is regarded as the most challenging. Teachers also revealed that students still face difficulties in reading and interpreting questions, choosing strategies, and understanding concepts, as well as building motivation and learning independence. These findings highlight the need for mathematics education that is more contextual and encourages students to think, reflect, and realize that mathematical literacy is about understanding the world through numbers and logic, not just calculating.