MENGUNGKAP LITERASI MATEMATIS SISWA SMP MELALUI SOAL PISA LINTAS KONTEN MATEMATIKA

Mathematical literacy is an essential competency that enables students to solve various problems encountered in different real-life situations. However, the results of the 2022 Programme for International Student Assessment (PISA) indicate that the mathematical literacy of Indonesian students remains low. A similar condition was identified among students at SMP Negeri 22 Kota Jambi, where 84.38% were classified in the low category. This study aimed to examine junior high school students' mathematical literacy through PISA tasks covering multiple mathematical content domains based on mathematical literacy indicators. A qualitative descriptive approach was employed involving 32 students from Class VIII G of SMP Negeri 22 Kota Jambi as the research participants. Data were collected through four PISA tasks representing the content domains of geometry, quantity, uncertainty and data, and change and relationships, and were further enriched through interviews. The data were analyzed using data reduction, data display, and conclusion drawing. The findings revealed that the highest mathematical literacy achievement was found in the quantity domain (57.29%), which was categorized as moderate, whereas the lowest achievement was observed in the geometry domain (19.79%), which fell into the low category. Based on the mathematical literacy indicators, students demonstrated stronger performance in formulating situations into mathematical representations than in applying mathematical concepts, facts, and procedures, as well as interpreting, applying, and evaluating solutions within the given context. Analysis of students' responses, supported by interview data, revealed that the main challenges involved identifying relevant information, selecting appropriate solution strategies, carrying out mathematical procedures, and interpreting results in accordance with the problem context. The findings also indicate that students' mathematical literacy varies across mathematical content domains and mathematical literacy indicators, providing a valuable reference for designing mathematics instruction and developing teaching materials that support the improvement of mathematical literacy.