Jurnal Pendidikan Matematika Universitas Lampung

Portrait of Junior High School Students' Statistical Literacy through PISA on Uncertainty and Data Content

Satria Bayu Herlambang, Duano Sapta Nusantara, Feri Tiona Pasaribu — Sun, 07 Dec 2025 00:00:00 +0000

Statistical literacy is a critical 21st-century competency, as students increasingly encounter data-driven information in their everyday lives. However, international assessments such as PISA consistently show that Indonesian students struggle to interpret and reason with data. This study aims to investigate junior high school (JHS) students’ statistical literacy in solving PISA-based problems related to uncertainty and data, while also linking the results to Sustainable Development Goal (SDG) 4: Quality Education. A descriptive qualitative approach was employed involving 40 ninth-grade students from JHS Negeri 6 Kota Jambi, selected through purposive sampling to represent high, medium, and low academic ability groups. Data were collected through a validated PISA 2012 item focusing on uncertainty and data, along with semi-structured interviews designed to explore students’ statistical-literacy strategies. Data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing, guided by Schield’s (2011) statistical-literacy indicators. The findings indicate that only 17.5% of students demonstrated a high level of statistical literacy, while most were categorized as medium (37.5%) or low (45%). Further analysis revealed persistent difficulties in identifying trends, calculating averages, and drawing valid conclusions. These findings underscore the need for contextual, PISA-based learning tasks that foster statistical reasoning and strengthen students’ fundamental literacy skills as a foundation for achieving quality education.

Development of Bilingual Mathematics Questions Based on Sidoarjo Local Wisdom for Two-Variable Linear Equation Systems

Ustadzah Nur Atiqoh, Nurina Ayuningtyas, Soffil Widadah — Fri, 26 Dec 2025 00:00:00 +0000

This development research aims to produce bilingual mathematics questions on the topic of a Two-Variable Linear Equation System based on the local wisdom of Sidoarjo, Indonesia. The study employed the 4-D development model, encompassing the stages of Define, Design, Develop, and Disseminate. The study was conducted at Ten November Junior High School of Sidoarjo, a school with a bilingual program. The subjects for the product trial were 25 ninth-grade students. The primary outcome is a set of five bilingual test questions. The results demonstrate that the developed questions are highly valid based on expert judgment using the Content Validity Index (CVI) and empirical validity tests using Pearson Product-Moment correlation, where the r-count for all items exceeded the r-table (0.396) with a significance value of p < 0.05. The reliability test, measured by Cronbach's Alpha, yielded a score of 0.855, indicating high internal consistency. Furthermore, the questions proved effective, as evidenced by the majority of students achieving the minimum mastery criteria and their positive questionnaire responses regarding the questions' readability, benefits, and appeal. In conclusion, the bilingual mathematics questions based on Sidoarjo's local wisdom are valid, reliable, and effective, making them a suitable instrument for evaluation and a potential alternative learning resource.

School Studies Mapping Integrated Physics–Math Instructional Designs and Learning Outcomes

Hervin Maulina, Ismu Sukamto, Nurain Suryadinata, Syarifuddin Syarifuddin — Sun, 28 Dec 2025 00:00:00 +0000

This research aims to systematically examine the application of physics-mathematics integration and its impact on learning. Through the Systematic Literature Review approach, this article analyzes 15 selected empirical research articles obtained from the Scopus and ScienceDirect databases. Article selection guided by the PRISMA method. The analysis yields five instructional design orientations that integrate physics and mathematics learning, namely problem–project integration, representation–transition integration, cross-disciplinary integration, tech–creative integration, and cognitive–affective integration. The study also found that such integrative design not only improves cognitive performance but also fosters creativity, collaboration, and confidence, which are important competencies for scientific literacy and problem-solving.