Students’ Numerical Literacy in Solving Islamic-based Problems: Studies on Gender Perspectives

Abstract

Problem-solving is an essential component of mathematics education worldwide. The mathematics curriculum in many countries emphasizes the importance of discussing mathematical problem-solving. Through this aspect, the ability to solve mathematical problems, both routine and non-routine problems, can be investigated. The mindset in solving problems can also be developed by applying problem-solving strategies. The purpose of this study was to analyze the students' mathematical problem-solving ability viewed by gender. This research is descriptive qualitative research. The research subjects consisted of 20 students of class VII at Hidayatullah-Batakte Islamic Boarding School-West Kupang, with 10 male students and 10 female students. Research data was obtained through problem-solving tests and interviews. Data analysis was carried out using three techniques: reducing data, presenting data, and drawing conclusions. The results of this study are 1) there are two categories of problem-solving abilities, namely high and medium; 2) based on the number of indicators met by male and female students, it shows that the mathematical problem-solving ability of female students is better than male students. An important finding in this study is that there is an influence of gender on mathematical problem-solving ability, and gender can determine the level of students' mathematical problem-solving ability. This research can be used as a guideline in conducting further research to investigate other factors affecting students' mathematical problem-solving abilities between male and female students.

Digital Puzzle Worksheet for Identifying Metacognition Level of Students: A Study of Gender Differences

“…The curriculum emphasizes that problem-solving skills should be mastered as a key priority for Elementary School students to achieve the goals of mathematics education (Kepmentdikbud, 2020;Liljedahl et al, 2016). In various nations, particularly since 1980, the mathematics curriculum has stressed the significance of problem-solving, as identified by the findings of previous research (Aba et al, 2022;Phonapichat et al, 2014;Roberts et al, 2022).…”

“…One of the causes of low mathematical problem-solving skills is a lack of experience (Aba et al, 2022). Consequently, students lack learning capacities, skills, tactics, and metacognitive awareness.…”

The Effect of 21st-Century Learning on Higher-Order Thinking Skills (HOTS) and Numerical Literacy of Science Students in Indonesia based on Gender

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