Fitria Sulistyowati, Universitas Sarjanawiyata Tamansiswa, Indonesia
Irmawati Irmawati, Universitas Sarjanawiyata Tamansiswa, Indonesia
Noka Setya Maharani, Universitas Negeri Yogyakarta, Indonesia
Muhammad Irfan, Universitas Sarjanawiyata Tamansiswa, Indonesia


The weaknesses in students' abilities in applying mathematical concepts and rules to non-routine problems caused them difficulties in solving them. This study was aimed at analyzing students' numeracy skills in solving proportion problems with the contexts of Candi Umbul Traditional Market. The study was qualitative descriptive research involving two seventh-grade students in Indonesia as research subjects. The two student subjects were selected from 10 students who completed the numeracy task, one with the most correct answer and one with the most incorrect answer. The ten students who completed the numeracy task were the ones with the highest test scores among 32 students in the topics of proportion and social arithmetics. The research instruments used in the study were students' work sheets (in the form of essay tests) and interviews. The data analysis technique used was descriptive analysis. Findings show that not every student with high math scores had high numeracy skills. This is evident from the fact that students faced problems when completing proportion items in the context of Candi Umbul Traditional Market; they encountered difficulties in solving the problems. The results of this study are expected to serve as a reference for further research on students' numeracy skills.


Numeracy; problem-solving; proportion; Candi Umbul Traditional Market

Full Text:



Anwar, N. T. (2018). Peran kemampuan literasi matematis pada pembelajaran matematika abad-21 [Roles of mathematical literacy abilities in the mathematics learning of the 21st century]. Prisma, Prosiding Seminar Nasional Matematika, 1, 364–370.

Bynner, J., & Parsons, S. (1997). Does numeracy matter? Evidence from the National Child Development Study on the impact of poor numeracy on adult life. London: Basic Skills Agency.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed). Research Design Qualitative Quantitative and Mixed Methods Approaches.

D’Ambrosio, U., & D’Ambrusio, B. S. (2013). The role of ethnomathematics in curricular leadership in mathematics education. Journal of Mathematics Education at Teachers College, 4, 19–25.

D’Ambrósio, U., & Knijnik, G. (2020). Ethnomathematics. Encyclopedia of Mathematics Education, 283–288.

Elu, A. T., & Sulistyowati, F. (2023). Eksplorasi etnomatematika pada kain adat suku dawan [Ethnomathematical exploration on the traditional cloth of dawan tribe]. ProSANDIKA UNIKAL (Prosiding Seminar Nasional Pendidikan Matematika Universitas Pekalongan), 4(1), 239–246.

Fauzi, L. M., & Gazali, M. (2022). The characters of the traditional residence of Sasak tribe based on sikut awak: An ethnomathematics study. Jurnal Elemen, 8(1), 55–65.

Gal, I., Grotlüschen, A., Tout, D., & Kaiser, G. (2020a). Numeracy, adult education, and vulnerable adults: a critical view of a neglected field. ZDM - Mathematics Education, 52(3), 377–394.

Gal, I., Grotlüschen, A., Tout, D., & Kaiser, G. (2020b). Numeracy, adult education, and vulnerable adults: a critical view of a neglected field. Zdm, 52, 377–394.

Geiger, V., Forgasz, H., & Goos, M. (2015). A critical orientation to numeracy across the curriculum. Zdm, 47, 611–624.

Geiger, V., Forgasz, H., Goos, M., & Bennison, A. (2014). Devising principles of design for numeracy tasks. Mathematics Education Research Group of Australasia.

Geiger, V., Goos, M., Dole, S., Forgasz, H., & Bennison, A. (2013). Exploring the demands and opportunities for numeracy in the Australian Curriculum: English. Mathematics Education Research Group of Australasia.

Goos, M., Dole, S., & Geiger, V. (2011). Improving numeracy education in rural schools: A professional development approach. Mathematics Education Research Journal, 23, 129–148.

Goos, M., Dole, S., & Geiger, V. (2012). Auditing the numeracy demands of the Australian curriculum. Mathematics Education: Expanding Horizons - Proceedings of the 35th Annual Mathematics Education Research Group of Australasia Conference. 35th Annual Mathematics Education Research Group of Australasia Conference (MERGA 2012), July, 314–321.

Hardi, J., Hudiono, B., Mirza, A., Studi, P., & Matematika, P. (2013). Deskripsi pemahaman siswa pada permasalahan perbandingan dan strategi solusi dalam menyelesaikannya [Description of students’ understanding on proportion problems and solving strategies in completing them]. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 2(5), 1–11.

Irfan, M., Setiana, D. S., Ningsih, E. F., Kusumaningtyas, W., & Widodo, S. A. (2019). Traditional ceremony ki ageng wonolelo as mathematics learning media. Journal of Physics: Conference Series, 1175(1), 012140.

Irfan, M., Widodo, S. A., Sulistyowati, F., Arif, D. F., & Syaifuddin, M. W. (2023). Student errors in solving higher order thinking skills problems: Bridge context. IndoMath: Indonesia Mathematics Education, 5(2), 185–194.

Kusmaharti, D., Fiantika, F. R., Rusminati, S. H., & Yustitia, V. (2022). Penyusunan instrumen asesmen ketuntasan minimum bagi guru sekolah dasar [Development of assessment instrument of minimum achievement for elementary-school teachers]. Jurnal Abdimas Bina Bangsa, 3(1), 196–202.

Lange, J. de. (2006). Mathematical Literacy For Living From OECD-PISA Perspective. Tsukuba Journal of Educational Study in Mathematics, 25(September), 13–35.

Lüssenhop, M., & Kaiser, G. (2020). Refugees and numeracy: what can we learn from international large-scale assessments, especially from TIMSS? ZDM - Mathematics Education, 52(3), 541–555.

Mathematics, R. (1988). NCTM curriculum and evaluation standards for school mathematics: Responses from the research community. Journal for Research in Mathematics Education, 19(4), 338–344.

Mendikbud. (2020). AKM dan implikasinya pada pembelajaran. Pusat Asesmen dan Pembelajaran Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan dan Kebudayaan [AKM and its implications on learning, Centre of Assessment and Learning Bureau of Research and Development and Books Ministry of Education and Culture], 1–37.

Mizaniya, M. (2020). Analisis materi pokok matematika MI/SD [Analysis of main instructional materials for mathematics in MI/SD]. AULADUNA: Jurnal Pendidikan Dasar Islam, 7(1), 98.

Moleong, L. J. (2012). Metodologi penelitian kualitatif [Qualitative research methodology] (Cet. Ke-30 [30th printing].). Bandung: Remaja Rosdakarya.

Noss, R., Hoyles, C., & Pozzi, S. (2005). Working knowledge: Mathematics in use. Education for Mathematics in the Workplace, 17–35.

OECD. (2016). PISA 2015 Assessment and analytical Framework PISA 2015 assessment and analytical framework. In OECD Publishing.

OECD. (2019), Skills matter: Additional results from the survey of adult skills, OECD skills studies, OECD Publishing, Paris,

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.

Parsons, S., Croft, T., & Harrison, M. (2009). Does students’ confidence in their ability in mathematics matter? Teaching Mathematics and Its Applications: An International Journal of the IMA, 28(2), 53–68.

Prabawati, M. N. (2017). Analisis kemampuan literasi matematik mahasiswa calon guru matematika [Analysis on the mathematical literacy competencies of students of mathematics teacher candidates]. Mosharofa, 7(1), 25–34.

Stacey, K., & Turner, R. (2014). Assessing mathematical literacy. Springer.

Steen, L. A. (1999). Numeracy: The new literacy for a data-drenched society. Educational Leadership, 57, 8–13.

Steen, L. A., Turner, R., & Burkhardt, H. (2007). Developing mathematical literacy. In Modelling and applications in mathematics education (pp. 285–294). Springer.

Sulistyowati, F., Budiyono, B., & Slamet, I. (2017). Problem solving reasoning and problem based instruction in geometry learning. Journal of Physics: Conference Series, 895(1).

Sulistyowati, F., Istiqomah, I., Kusumaningrum, B., Kuncoro, K. S., Pramudianti, T., & Usman, A. (2021). Kemampuan literasi matematika siswa dengan gaya belajar kinestetik [Methematical literacy competencies of students with kinesthetic learning style]. FRAKTAL: Jurnal Matematika dan Pendidikan Matematika, 2(2), 53–62.

Sulistyowati, F., Kuncoro, K. S., Setiana, D. S., & Purwoko, R. Y. (2019). Solving high order thinking problem with a different way in trigonometry. Journal of Physics: Conference Series, 1315(1), 012001.

Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.

Utami, W. B., Aulia, F., Permatasari, D., Taqiyuddin, M., & Widodo, S. A. (2022). Ketupat Eid Tradition of the North Coast of Java as an alternative mathematics learning media. Infinity Journal, 11(1), 177–192.

Widodo, S. A., Ibrahim, I., Hidayat, W., Maarif, S., & Sulistyowati, F. (2021). Development of mathematical problem solving tests on geometry for junior high school students. Jurnal Elemen, 7(1), 221–231.

Wulanningtyas, M. E., & Marhaeni, N. H. (2022). Analisis kesalahan siswa dan remedialnya dalam mengerjakan soal cerita perbandingan matematika [Analyses of students’ errors and the remedials in completing narrative test items in mathematical proportion]. JIPM (Jurnal Ilmiah Pendidikan Matematika), 10(2), 359.

Yuwono, A. (2016). Problem solving dalam pembelajaran matematika [Problem solving in mathematics learning]. UNION: Jurnal Ilmiah Pendidikan Matematika, 4(1), 6–7.



  • There are currently no refbacks.

Copyright (c) 2023 Ethnomathematics Journal

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


Printed ISSN (p-ISSN): 2798-9755 | Online ISSN (e-ISSN): 2776-3676

Creative Commons LicenseEthnomathematics Journal by is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Visitor Statistics