Analysis of Students' Errors in Solving PISA Mathematical Literacy Problems Based on Wonosobo Ethnomathematics

Abstract

This study aims to describe students' errors in solving PISA mathematical literacy problems based on Wonosobo ethnomathematics and to identify the types of student errors in the formulate, employ, and interpret indicators. The study used a qualitative descriptive approach with 24 students of class VII B as research subjects. Data collection techniques were carried out through a mathematical literacy test based on the Wonosobo ethnomathematics context, interviews, and documentation of student work results. Data analysis used the Miles, Huberman, and Saldana model which includes data reduction, data presentation, and conclusion drawing. The results showed that students' mathematical literacy abilities were still in the low category with an average score of 52.77. In the formulate indicator, students had errors in systematically constructing mathematical models from contextual problems. In the employ indicator, students were not yet able to use mathematical concepts and procedures appropriately and tended to immediately write the final answer without showing the complete solution steps. Meanwhile, in the interpret indicator, students still had errors in interpreting the solution results according to the context of the problem. The most dominant error occurred in the employ indicator because students were less careful in performing calculations and were not yet accustomed to writing down the solution procedure sequentially. Based on the research results, more contextual and meaningful mathematics learning is needed through an ethnomathematics approach so that students become accustomed to solving problems systematically at the formulate, employ, and interpret stages.