Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation Perspective Article Swipe
Zainuddin Untu
,
Tri Widyasari
,
Intan Dwi Hastuti
,
Sutarto Sutarto
,
Percy Sepeng
,
Dian Kurniati
,
Sharifah Osman
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.33394/jk.v11i1.14659
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.33394/jk.v11i1.14659
This study aims to explore the role of self-regulation in enhancing mathematical literacy among high school students solving PISA Space and Shape problems. Employing a qualitative descriptive approach, data were collected through self-regulation questionnaires, PISA-based tasks, and semi-structured interviews from high school students categorized into high, moderate, and low self-regulation groups. The data analysis technique in this study consisting of three stages: data condensation, data display, and conclusion. Results reveal a strong correlation between self-regulation and mathematical literacy, with high self-regulation students excelling in formulating, employing, and interpreting mathematical problems. Moderate self-regulation students displayed partial success, while low self-regulation students struggled significantly, particularly in interpreting and validating solutions. The study underscores the importance of self-regulation strategies such as goal-setting, monitoring, and reflection in improving mathematical literacy. Instructional recommendations include structured goal-setting frameworks, reflective practices, and scaffolded tasks to support learners with varying self-regulation levels. These findings contribute to mathematics education by addressing the interplay between self-regulation and problem-solving in the underexplored Space and Shape domain. Future research should expand on these insights through larger, longitudinal studies to further validate the implications of self-regulation in educational contexts.
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- https://doi.org/10.33394/jk.v11i1.14659
- OA Status
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- DOI
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https://doi.org/10.33394/jk.v11i1.14659Digital Object Identifier
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Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation PerspectiveWork title
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articleOpenAlex work type
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enPrimary language
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2025Year of publication
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2025-03-20Full publication date if available
- Authors
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Zainuddin Untu, Tri Widyasari, Intan Dwi Hastuti, Sutarto Sutarto, Percy Sepeng, Dian Kurniati, Sharifah OsmanList of authors in order
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https://doi.org/10.33394/jk.v11i1.14659Publisher landing page
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YesWhether a free full text is available
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goldOpen access status per OpenAlex
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https://doi.org/10.33394/jk.v11i1.14659Direct OA link when available
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Perspective (graphical), Space (punctuation), Literacy, Mathematics education, Computer science, Mathematics, Psychology, Management science, Artificial intelligence, Pedagogy, Economics, Operating systemTop concepts (fields/topics) attached by OpenAlex
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| abstract_inverted_index.monitoring, | 119 |
| abstract_inverted_index.qualitative | 25 |
| abstract_inverted_index.underscores | 110 |
| abstract_inverted_index.formulating, | 84 |
| abstract_inverted_index.goal-setting | 130 |
| abstract_inverted_index.implications | 180 |
| abstract_inverted_index.interpreting | 87, 104 |
| abstract_inverted_index.longitudinal | 174 |
| abstract_inverted_index.mathematical | 11, 76, 88, 124 |
| abstract_inverted_index.particularly | 102 |
| abstract_inverted_index.Instructional | 126 |
| abstract_inverted_index.condensation, | 63 |
| abstract_inverted_index.goal-setting, | 118 |
| abstract_inverted_index.underexplored | 160 |
| abstract_inverted_index.significantly, | 101 |
| abstract_inverted_index.problem-solving | 157 |
| abstract_inverted_index.questionnaires, | 33 |
| abstract_inverted_index.recommendations | 127 |
| abstract_inverted_index.self-regulation | 8, 32, 49, 74, 80, 91, 98, 114, 142, 155, 182 |
| abstract_inverted_index.semi-structured | 37 |
| cited_by_percentile_year | |
| countries_distinct_count | 0 |
| institutions_distinct_count | 7 |
| citation_normalized_percentile.value | 0.11811362 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |