Secondary School Students’ Numeracy Skills Across Four PISA Mathematics Content Domains

Abstract

Background: Despite extensive reporting underperformance of Indonesian students in PISA mathematics, limited studies have examined students’ numeracy skills across all four PISA mathematics content domains using translated PISA items. Purpose: This study aims to analyze secondary school students’ numeracy skills in solving translated PISA items across four content domains. Method: An explanatory sequential mixed methods design was conducted involving 28 ninth-grade students in Jambi. Quantitative data were collected through a tests consisting of eight translated PISA items, followed by interviews to explain students’ responses in test results. Data were analyzed using a scoring rubric based on formulating, employing, and interpreting. Findings: Students’ performance varied across content domains, with the highest achievement in uncertainty and data (59.90%) and the lowest in space and shape (28.13%). Meanwhile, interviews revealed that students struggled in visualizing geometric situation and connecting it to real-world contexts. Implications: The findings suggest that mathematics instruction should provide more opportunities for students to interpret geometric contexts and justify it in real-life situations. Originality: This study provides a comprehensive localized analysis of students’ numeracy skills across the four PISA mathematics content domains by integrating quantitative data with qualitative explanations.