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Quantitative literacy is an important skill needed by individuals in solving problems with quantitative situations in daily life. Thus, this paper aimed to identify quantitative literacy in solving the PISA problem based on gender differences. This study used descriptive research with a qualitative approach. Research subjects in this study were two tenth-grade students in middle school. They were one male student and one female student who have the similar mathematical ability. Data were collected by giving the Program for International Student Assessment (PISA) problem, especially mathematical literacy, and using the interview method. The research results showed that the quantitative literacy of male student in solving PISA problems is by using fewless symbols to represent time and incomplete algorithms and procedures. In comparison, the quantitative literacy of female student in solving PISA problems is by using a more detailed description, more mathematical operations, and solving the problem according to algorithms and procedures. Furthermore, both students have quantitative literacy aspects, including interpretation, calculation, representation, assumption, analysis, and communication skills. Therefore, the quantitative literacy ability of students can be used as a reference for teachers to determine the modeling activities conducted by students in solving the PISA problem.

Mathematisation ability of prospective teachers that was low in solving mathematical literacy problems needs serious attention. Therefore, to help prospective teachers do mathematization, they were employed by giving mathematical literacy problems. This study aims to produce mathematical literacy problems that were valid, practical, and have potential effects on the mathematization ability of prospective teacher students. The study was conducted using a design research type development study. Thirty students of prospective teachers in a private university in Sidoarjo became the subjects. Mathematical literacy problems’ qualities from this research should support prospective mathematics teachers in categorizing horizontal and verticalization activities. In addition, the problems were designed using the Program for International Student Assessment (PISA) framework with the Indonesian context. The results suggested that the developed mathematical literacy problems could be categorized valid based on validators’ evaluation, practically based on the small group phase results, and have the potential effects were assessed from the results of student tests handed in field test phase using mathematical literacy problems. The test results showed that 78% of prospective mathematics teachers were in the good category of mathematization ability after using the developed problems. The developed mathematical literacy problem has a potential effect so that it can be used as an alternative question in lecturing higher education activities to support the mathematics of prospective teacher students.

Menanamkan nilai karakter pada soal matematika menjadi salah satu cara untuk mencapai tujuan utama pendidikan nasional yaitu membentuk siswa yang berkarakter. Penanaman nilai karakter melalui soal matematika mirip TIMSS diharapkan mampu menjadi sarana untuk menghadirkan soal matematika yang memiliki nuansa karakter dan membiasakan siswa agar dapat menyelesaikan masalah matematika dalam kehidupan sehari-hari. Jenis penelitian ini adalah design research tipe formative evaluation yang bertujuan untuk menghasilkan soal mirip TIMSS yang memuat nilai-nilai karakter. Hasil yang diperoleh peneliti adalah sebanyak 17 soal matematika mirip TIMSS yang memuat nilai karakter religius, kerja keras, jujur, atau disiplin. Instill character values in math problems be one way to achieve the main goal of national education is to produce good students in character. Instilling character values through math problems seem TIMSS expected to be a means to present mathematical problems that have a character nuance and familiarize students to be able to solve mathematical problems in daily life. The type of this research is design research (formative evaluation) to produce a problems similar to TIMSS that contains character values. The results obtained by the researchers were as many as 17 math problems similar to TIMSS which contained the value of religious character, hard work, honesty, or disciplineKeywords: mathematics problems, TIMSS, character value.

PISA problems are based on real life context. It can be also enriched with Islamic value integration. The aim of this reseacrh is understanding the effect of posing PISA-like problems to students. The research was carried out qualitatively. The problems which are designed with context of Islamic value integration was posed to students. Then, the students filled in a questionare and have been interviewed about their responses on the problems. The results show that all subject being more motivated in doing a good deed suit on Islamic values. They told that they gained new understanding upon Islamic values from the context presented in the problems. They became aware that they will get reward when they practice an Islamic teaching. Some of them think that the problems are quite difficult and even unfamiliar for them. In the other hand, they feel happy because they finally know that the practice of Islamic teaching their doing so far will be rewarded.

Solving mathematics contextual problems is one way that can be used to enable students to have the skills needed to live in the 21st century. Completion contextual problem requires a series of steps in order to properly answer the questions that are asked. The purpose of this study was to determine the steps performed students in solving contextual mathematics problem. The results showed that 75% students can not solve contextual mathematics problems precisely (unfinished). Students stop and feel that it was completed when they are able to solve problems mathematically, but mathematal solution has not answered the requested context.Keyword: Mathematics Problem, Contextual, 21st Century, Unfinished. DOI: http://dx.doi.org/10.22342/jme.4.2.552.188-193

Solving mathematics contextual problems is one way that can be usedto enable students to have the skills needed to live in the 21st century. Completion contextual problem requires a series of steps in order to properly answer the questions that are asked. The purpose of this study was to determine the steps performed students in solving contextual mathematics problem. The results showed that 75% students can not solve contextual mathematics problems precisely (unfinished). Students stop and feel that it was completed when they are able to solve problems mathematically, but mathematical solution has not answered the requested context.

[English]: The purpose of this study was to explore the mathematization underpinnings of prospective mathematics teacher on mathematical problem-solving. This study used explorative research with a qualitative approach. The instruments in this study were mathematical ability test, contextual problems, and interview guidelines. A prospective mathematics teacher who has high mathematics ability involved in this study. The subject was selected from 56 prospective mathematics teachers through a test. After the subject solved contextual problems, an interview was conducted. The result revealed that prospective mathematics teacher did mathematization when solving the contextual problem by simplifying, solving in a structural way, and fitting to the context of the problem. This finding implies that mathematization could reveal the way prospective mathematics teacher formulates contextual problems into mathematical problems. Keywords: Mathematization, Prospective mathematics teacher, Problem-solving, Contextual problems [Bahasa]: Tujuan penelitian ini adalah untuk mengeksplorasi matematisasi yang mendasari mahasiswa calon guru matematika dalam menyelesaikan masalah matematika. Penelitian ini menggunakan penelitian eksploratif dengan pendekatan kualitatif. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan matematika, masalah kontekstual, dan pedoman wawancara. Subjek penelitian adalah seorang mahasiswa calon guru dengan kemampuan matematika tinggi yang dipilih dari 56 mahasiswa dengan menggunakan tes kemampuan matematika. Setelah subjek penelitian menyelesaikan masalah kontekstual, dilakukan wawancara. Hasil penelitian menunjukkan bahwa mahasiswa calon guru matematika melakukan matematisasi yang sangat penting karena menyelesaikan masalah matematika dengan menyederhanakan masalah, menyelesaikan masalah secara terstruktur, dan diarahkan sesuai dengan konteks yang ada dalam masalah. Temuan dalam penelitian ini mengungkapkan bahwa melalui matematisasi dapat diketahui cara mahasiswa dalam merumuskan masalah kontekstual ke dalam soal matematis. Kata kunci: Matematisasi, Mahasiswa calon guru, Pemecahan masalah, Masalah kontekstual