Analysis of mathematics literacy ability of elementary school teacher education students

Abstract

Abstract The purpose of this study is to describe and describe abilities mathematical literacy of elementary school teacher education students in the material of system of square inequalities in two variables. The analysis shows that most elementary school teacher education students were not equipped with the skills and knowledge that were prerequisites for action. Many students of elementary school teacher education used informal methods to solve problems. The indicators of mathematical literacy ability analysed include: formulate real problems in problem solving, use mathematics in problem solving, interpret solutions in problem solving and evaluate solutions in problem solving. The data collection technique used in this research is test technique. The validity of the data used triangulation techniques and data analysis techniques used data reduction, data presentation and conclusion drawing. The lowest percentage acquisition of 10.51% means that some students have not been able to evaluate the solution of the questions that have been given. The highest percentage of 19.27% means that during work, the students are able to formulate the real problems contained in the questions. The results of this study indicate that there are four abilities that must be met by students to have literacy skills in problem solving.