Challenges in Developing Mathematical Literacy among Junior High School Students in Aceh, Indonesia

Abstract

Mathematical literacy and numeracy are essential competencies that enable students to solve real-world problems and apply mathematical knowledge meaningfully. Nevertheless, evidence from various assessments indicates that junior high school students in Indonesia still exhibit low levels of mathematical literacy and numeracy. This study aims to explore the underlying causes of these difficulties based on in-depth interviews with teachers and students. The research employed a qualitative descriptive approach and was conducted in three regions of Aceh, Indonesia. Data were collected through semi-structured interviews with junior high school mathematics teachers and students, focusing on learning experiences, instructional practices, and students’ engagement with contextual mathematical problems. The findings reveal several key factors contributing to students’ low mathematical literacy and numeracy. First, students are not familiar with PISA-type problems that require contextual interpretation, reasoning, and problem-solving skills. Second, mathematics instruction tends to emphasize procedural learning and routine exercises rather than conceptual understanding and real-life applications. Third, learning activities provide limited exposure to contextual and meaningful problems that support literacy and numeracy development. These findings indicate that current instructional practices have not sufficiently supported the development of students’ mathematical literacy and numeracy skills. The study underscores the importance of designing learning approaches that promote contextual problem solving and higher-order thinking.

Keywords: mathematical literacy, numeracy, PISA-type problems, procedural learning