Data literacy is an essential competency that students need to develop in order to deal with the increasing amount of information in the digital era. However, students' data literacy skills remain relatively low. One factor that is believed to influence these skills is self-efficacy, which refers to an individual's belief in their ability to accomplish specific tasks. This study aimed to examine the effect of self-efficacy on the data literacy skills of junior high school students in Ulu Sosa District. The study employed a quantitative approach using an ex post facto research design. The sample consisted of 30 eighth-grade students selected through cluster random sampling. Data were collected using a self-efficacy questionnaire and a data literacy test and were analyzed using descriptive statistics and simple linear regression. The results indicated that self-efficacy had a positive and significant effect on students' data literacy skills, with the regression equation Y = 23.339 + 1.488X and a significance value of p < 0.05. The coefficient of determination (R² = 0.948) showed that self-efficacy contributed 94.8% to students' data literacy skills, while the remaining 5.2% was influence
Relational reasoning plays an important role in mathematical problem solving because it allows students to logically connect facts, concepts, principles, and operations to obtain meaningful solutions. However, students still tend to rely on memorized procedures without understanding the relationships between mathematical objects, thus experiencing difficulties in planning and justifying problem solving. This study aims to describe the relational reasoning of high school students with impulsive and reflective cognitive styles in solving mathematical problems on the topic of Three Variable Linear Equation Systems (TVLES). The study used a descriptive qualitative approach with a case study design. The research subjects consisted of two eleventh grade students who had average mathematical abilities and represented impulsive and reflective cognitive styles based onMatching Familiar Figures Test (MFFT). Data were collected through problem solving task (PST) based interviews, validated with time triangulation, and analyzed using the analysis model of Miles et al. (2014). The results showed that both subjects were able to build relationships between facts, concepts, principles, and operations at each stage of Polya's problem solving. However, the characteristics of the reasoning process shown were different. Reflective students understood the problem more carefully, considered alternative strategies, and implemented solutions systematically, while impulsive students worked faster, provided more concise justifications, and corrected errors through trial and error. The research findings indicate that cognitive style influences the characteristics of the relational reasoning process in building and explaining relationships between mathematical objects at each stage of problem solving. The results of this study provide an overview of the characteristics of students' relational reasoning that can be used as a basis for designing mathematics learning that is more appropriate to students' cognitive characteristics. Keywords: Cognitive Style, Impulsive, Mathematical Problem Solving, Reflective, Relational Reasoning
Abstract The Mathematics Academic Competency Test is designed to assess students' mastery of conceptual understanding, mathematical reasoning, problem-solving, and higher-order thinking skills (HOTS). However, previous studies have mainly focused on assessment development and instructional effectiveness, with limited attention to the factors influencing students' TKA achievement from a qualitative perspective. This study aimed to explore the factors influencing students' Mathematics Academic Competency Test achievement at SMA Islam Assafiiyah Bekasi. A qualitative case study was conducted involving the school principal, vice principal for curriculum affairs, mathematics teachers, and Grade XII students. Data were collected through classroom observations, semi-structured interviews, document analysis, and TKA documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Trustworthiness was established through triangulation, member checking, dependability, and confirmability. The findings revealed that students' TKA achievement was influenced by internal factors, including limited conceptual understanding, low learning motivation, inadequate problem-solving skills, and weak learning independence, as well as external factors, including insufficient HOTS-oriented instruction, limited TKA-based practice, and suboptimal use of learning resources. These findings highlight the importance of strengthening conceptual learning, HOTS-oriented instruction, and authentic assessment to improve students' readiness for competency-based mathematics assessment. Keywords: academic competency test, mathematics learning, higher-order thinking skills Abstrak Tes Kompetensi Akademik (TKA) Matematika dirancang untuk mengukur penguasaan peserta didik terhadap pemahaman konsep, penalaran matematis, kemampuan pemecahan masalah, dan kemampuan berpikir tingkat tinggi (Higher-Order Thinking Skills/HOTS). Namun, penelitian terdahulu lebih banyak berfokus pada pengembangan instrumen asesmen dan efektivitas pembelajaran, sedangkan kajian mengenai faktor-faktor yang memengaruhi capaian TKA Matematika melalui pendekatan kualitatif masih terbatas. Penelitian ini bertujuan mengeksplorasi faktor-faktor yang memengaruhi capaian TKA Matematika siswa di SMA Islam Assafiiyah Bekasi. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang melibatkan kepala sekolah, wakil kepala sekolah bidang kurikulum, guru matematika, dan siswa kelas XII. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, analisis dokumen, dan dokumentasi hasil TKA, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Keabsahan data dijaga melalui triangulasi, member checking, dependabilitas, dan konfirmabilitas. Hasil penelitian menunjukkan bahwa capaian TKA dipengaruhi oleh faktor internal, yaitu rendahnya pemahaman konsep, motivasi belajar, kemampuan pemecahan masalah, dan kemandirian belajar, serta faktor eksternal berupa pembelajaran yang belum berorientasi HOTS, terbatasnya latihan berbasis TKA, dan belum optimalnya pemanfaatan sumber belajar. Temuan ini menegaskan pentingnya penguatan pembelajaran konseptual, pembelajaran berorientasi HOTS, dan asesmen autentik untuk meningkatkan kesiapan siswa menghadapi TKA. Kata kunci: tes kemampuan akademik, pembelajaran matematika, berpikir tingkat tinggi
Students' mathematical representation processes in ethnomathematics contexts from the perspective of cognitive styles remain underexplored, despite the extensive body of research on mathematical representation. In addition, findings from the preliminary study indicated that many students still experienced difficulties in constructing mathematical representations when solving contextual problems. These conditions highlight the need for further investigation into how students with different cognitive styles develop mathematical representations in ethnomathematics based problem solving contexts. This study aimed to describe the mathematical representation processes of female senior high school students in solving contextual geometry problems based on Field Independent (FI) and Field Dependent (FD) cognitive styles. This research employed an exploratory descriptive qualitative approach with a case study design. Two eleventh-grade female students with high mathematical ability were selected based on extreme scores on the Group Embedded Figures Test (GEFT). Data were collected through a Problem-Solving Task (PST) based on the local wisdom of the Mbah Mayang Madu Tomb Site in Lamongan and semi-structured interviews, then analyzed using the Miles et al. (2014)model. Data trustworthiness was established through technique and time triangulation. The findings showed that the FI student demonstrated an efficient-symbolic representation process by independently identifying essential information (disembedding), internalizing sketches into mental imagery, and directly translating verbal information into symbolic representations. In contrast, the FD student exhibited a narrative-visual representation process by relying on verbal descriptions and external visual sketches to construct mathematical models. These findings indicate that cognitive style influences students' mathematical representation processes and should be considered in designing adaptive geometry learning integrated with local cultural contexts. Keywords: Cognitive Style, Ethnomathematics, Field Dependent, Field Independent, Mathematical Representation, Problem Solving.
Indonesia’s ongoing education policy keeps pushing for better learning quality, with particular attention to 21st-century competencies such as higher-order thinking. A module built around self-regulated learning and probing prompting offers one such tool, since it targets a specific higher-order skill: mathematical reasoning. This study set out to build a mathematics learning module that meets the standards of validity, practicality, and effectiveness for strengthening students’ mathematical reasoning. It followed a Research and Development (R&D) design based on the five ADDIE stages—Analyze, Design, Develop, Implement, and Evaluate—with class X E-9 students at SMA Negeri 3 Purwokerto as the research subjects. Expert validation produced an average score of 3.76 for the media component and 3.80 for the material component, giving an overall score of 3.81 in the very valid category. Practicality testing likewise returned an average of 3.31 from student responses and 3.91 from teacher responses, both rated very practical. For effectiveness, an N-Gain analysis produced a mean gain of 0.591, placing it in the medium category and confirming the module’s effectiveness in improving students’ mathematical reasoning. Taken together, these findings show that the module satisfies the validity, practicality, and effectiveness criteria and is therefore fit for use as teaching material to strengthen students’ mathematical reasoning in mathematics instruction.
