Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality

Eka Resti Wulan, Fidia Astuti

Abstract


Mathematical literacy is crucial to understand phenomena and good decision-making in real life. This study aims to describe aspects of Islamic nuanced mathematical literacy in prospective teachers, which were viewed from the four personalities of Keirsey. This qualitative descriptive research used a questionnaire of MTBI personality types and a mathematical literacy test with Islamic nuances. The subjects are students in the 7th semester of the mathematics education program at an Islamic university in Kediri City, East Java, Indonesia. The findings showed that rational and idealist subjects could fulfill the "formulating" indicator, but not the guardian and artisan subjects. They were not able to translate problems into mathematical form. The indicators of "employing" and "interpreting" show that subjects with rational personality types can determine better strategies than artisan, guardian, and idealist personality types. That is, it is necessary to integrate the interconnections between the mathematics learning programs related to Islamic elements. A more in-depth portrait of mathematical literacy is needed in different situations from prospective mathematics teachers at Islamic universities.


Keywords


mathematical literacy, keirsey's four personalities, mathematics with islamic nuances

Full Text:

PDF

References


Arslan, C., & Yavuz, G. (2012). A study on mathematical literacy self-efficacy beliefs of prospective teachers. Procedia-Social and Behavioral Sciences, 46, 5622–5625.

Baumgartner, W. L. (2016). The development of a strategy for mathematical literacy learners for selected undergraduate studies [PhD Thesis]. University of Johannesburg.

Botha, H., & Van Putten, S. (2018). How mathematical literacy teachers facilitate mathematisation in modelling situations. African Journal of Research in Mathematics, Science and Technology Education, 22(1), 93–102.

Campbell, L., Gray, S., MacIntyre, T., & Stone, K. (2020). Literacy, numeracy and health and wellbeing across learning: Investigating student teachers’ confidence. International Journal of Educational Research, 100, 101532. https://doi.org/10.1016/j.ijer.2020.101532

Cervone, D., & Pervin, L. A. (2015). Personality: Theory and research. John Wiley & Sons.

Colwell, J., & Enderson, M. C. (2016). “When I hear literacy”: Using pre-service teachers’ perceptions of mathematical literacy to inform program changes in teacher education. Teaching and Teacher Education, 53, 63–74.

Dewi, H. L., & Widyastuti, A. (2020). Matematika islam? Studi kasus pengaruh matakuliah matematika islam terhadap sikap matematis mahasiswa Tadris Matematika IAIN Pekalongan. Delta: Jurnal Ilmiah Pendidikan Matematika, 8(1), 61–70.

Faulkner, F., Hannigan, A., & Fitzmaurice, O. (2014). The role of prior mathematical experience in predicting mathematics performance in higher education. International Journal of Mathematical Education in Science and Technology, 45(5), 648–667.

Fithriyah, A. I. (2018). Pengembangan perangkat pembelajaran matematika berbasis warisan budaya Indonesia untuk melatihkan literasi matematis siswa [PhD Thesis]. UIN Sunan Ampel Surabaya.

Goos, M. (2002). Understanding metacognitive failure. The Journal of Mathematical Behavior, 21(3), 283–302. https://doi.org/10.1016/S0732-3123(02)00130-X

Güner, P., & Erbay, H. N. (2021). Prospective mathematics teachers’ thinking styles and problem-solving skills. Thinking Skills and Creativity, 40, 100827. https://doi.org/10.1016/j.tsc.2021.100827

Güngör, F., Kurt, H., & Ekici, G. (2014). The relationship between personality types and self-efficacy perceptions of student teachers. Procedia - Social and Behavioral Sciences, 116, 786–790. https://doi.org/10.1016/j.sbspro.2014.01.298

Huda, N., Sutawidjaja, A., Subanji, & Rahardjo, S. (2018). The errors of metacognitive evaluation on metacognitive failure of students in mathematical problem solving. Journal of Physics: Conference Series, 1008, 012073. https://doi.org/10.1088/1742-6596/1008/1/012073

Idris, K. (2020). Literasi statistik berbasis konteks budaya dan keislaman: Perspektif dosen dan mahasiswa PTKI. Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika Dan Nilai-Nilai Islami), 3(1), 357–362.

Jupri, A., & Rosjanuardi, R. (2020). An investigation of master student understanding on mathematical literacy problems. Jurnal Gantang, 5(1), 1–7.

Kabael, T. (2012). Graduate student middle school mathematics teachers’ communication abilities in the language of mathematics. Procedia-Social and Behavioral Sciences, 55, 809–815.

Kilpatrick, J. (2001). Understanding mathematical literacy: The contribution of research. Educational Studies in Mathematics, 47(1), 101–116.

Koh, K., & Chapman, O. (2019). Problem-based learning, assessment literacy, mathematics knowledge, and competencies in teacher education. Papers on Postsecondary Learning and Teaching, 3, 74–80.

Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. The Journal of Educational Research, 99(4), 218–231.

Lechner, C. M., Gauly, B., Miyamoto, A., & Wicht, A. (2021). Stability and change in adults’ literacy and numeracy skills: Evidence from two large-scale panel studies. Personality and Individual Differences, 180, 110990. https://doi.org/10.1016/j.paid.2021.110990

Mevarech, Z. R., & Fan, L. (2018). Cognition, metacognition, and mathematics literacy. In Cognition, Metacognition, and Culture in STEM Education (pp. 261–278). Springer.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage Publications.

Nagasaki, E. (2015). Mathematical literacy for living in the highly information-and-technology-oriented in the 21st century: Mathematics education from the perspective of human life in society. Selected Regular Lectures from the 12th International Congress on Mathematical Education, 607–628. Springer, Cham.

Novak, E., & Tassell, J. L. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20–29.

OECD. (2019). PISA 2018 Assessment and analytical framework. https://www.oecd-ilibrary.org/content/publication/b25efab8-en

Ojose, B. (2011). Mathematics literacy: Are we able to put the mathematics we learn into everyday use. Journal of Mathematics Education, 4(1), 89–100.

Oktaviyanthi, R., Agus, R. N., & Supriani, Y. (2017). PISA mathematics framework dalam penelusuran mathematical literacy skills mahasiswa.

Oktiningrum, W. (2016). Developing PISA-"Like" mathematics task with Indonesia natural and cultural heritage as context to assess students mathematical literacy. Journal on Mathematics Education, 7(1), 1–10.

Önal, H., Yorulmaz, A., GÖkbulut, Y., & Altiner, E. Çi̇. (2017). The relationship between pre-service class teachers’ self-efficacy in mathematical literacy and their attitudes towards mathematics. Journal of Education and Practice, 8(26), 170–179.

Prasetyo, A., Dwidayati, N. K., & Junaedi, I. (2017). Students’s mathematical connection ability and disposition reviewed by Keirsey personality type through eliciting activities mathematics learning model. Unnes Journal of Mathematics Education, 6(2), 190–197. https://doi.org/10.15294/ujme.v6i2.14301

Rao, A. S., & Lakkol, S. G. (2022). A review on personality models and investment decisions. Journal of Behavioral and Experimental Finance, 100691. https://doi.org/10.1016/j.jbef.2022.100691

Rathburn, M. K. (2015). Building connections through contextualized learning in an undergraduate course on scientific and mathematical literacy. International Journal for the Scholarship of Teaching and Learning, 9(1), Article 11.

Riana, D. D., & Zenizela, Z. (2020). Kemampuan literasi matematis mahasiswa calon guru sekolah dasar. Konstruktivisme: Jurnal Pendidikan dan Pembelajaran, 12(1), 39–48.

Shure, V., Rösken-Winter, B., & Lehmann, M. (2022). How pre-service primary teachers support academic literacy in mathematics in a scriptwriting task encompassing fraction multiplication and division. The Journal of Mathematical Behavior, 65, 100916. https://doi.org/10.1016/j.jmathb.2021.100916

Stacey, K., & Turner, R. (2015). The evolution and key concepts of the PISA mathematics frameworks. In Assessing mathematical literacy (pp. 5–33). Springer.

Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307–315. https://doi.org/10.1016/j.kjss.2016.06.001

Taskin, N., & Tugrul, B. (2014). Investigating preschool teacher candidates’ mathematics literacy self-sufficiency beliefs on various variables. Procedia - Social and Behavioral Sciences, 116, 3067–3071. https://doi.org/10.1016/j.sbspro.2014.01.708

Umbara, U., & Suryadi, D. (2019). Re-interpretation of mathematical literacy based on the teacher’s perspective. International Journal of Instruction, 12(4), 789-806.

Vila, F., & Sanz, A. (2013). Mathematical literacy in Plant Physiology undergraduates: Results of interventions aimed at improving students’ performance. International Journal of Mathematical Education in Science and Technology, 44(6), 893–904.

Wulan, E. R., Subanji, S., & Muksar, M. (2021). Metacognitive failure in constructing proof and how to scaffold it. Al-Jabar : Jurnal Pendidikan Matematika, 12(2), 295–314. https://doi.org/10.24042/ajpm.v12i2.9590

Yavuz, G., & Erbay, H. N. (2015). The analysis of pre-service teachers’ beliefs about mathematical problem solving. Procedia-Social and Behavioral Sciences, 174, 2687–2692.

Zhao, N., Teng, X., Li, W., Li, Y., Wang, S., Wen, H., & Yi, M. (2019). A path model for metacognition and its relation to problem-solving strategies and achievement for different tasks. ZDM, 51(4), 641–653.

Zulkardi, Z., & Hartono, Y. (2016). Developing PISA-Like mathematics task with Indonesia natural and cultural heritage as context to assess students mathematical literacy. Journal on Mathematics Education, 7(1), 1–8.




DOI: https://doi.org/10.24815/jdm.v9i2.26975

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Eka Resti Wulan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Jurnal Didaktik Matematika

ISSN 2355–4185 (print) | 2548–8546 (online)

Published by:

Universitas Syiah Kuala incorporated with the Indonesian Mathematics Educators Society (I-MES)

Mathematics Education Department Faculty of Teacher Training and Education, Universitas Syiah Kuala, Darussalam, Banda Aceh, Indonesia - 23111

Website : http://jurnal.usk.ac.id/DM/ 
Email     : jurnal.jdm@usk.ac.id 

Creative Commons License

Jurnal Didaktik Matematika by Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.