Profil Kemampuan Literasi Matematis Peserta Didik Ditinjau dari Tingkat Mathematical Habit of Mind

Abstract

Mathematical literacy is a critical competence in the twenty-first century, enabling students to interpret, utilize, and communicate mathematical concepts in real-life contexts. However, international assessments indicate that Indonesian students still struggle to achieve optimal mathematical literacy, often due to a lack of mathematical habits of mind, which include flexible thinking, metacognition, and effective communication. This study aims to describe the profiles of students' mathematical literacy based on their levels of mathematical habits of mind (high, medium, and low). Employing a descriptive qualitative approach, the research was conducted with eighth-grade students at SMP Islam Rajapolah, involving a mathematical habits of mind questionnaire, a literacy test on linear equation systems, and in-depth interviews. Data were analyzed inductively through reduction, presentation, and conclusion stages. The findings reveal that students with a high level of mathematical habits of mind demonstrate systematic, reflective, and communicative problem-solving abilities across all literacy indicators—formulating, employing, and interpreting mathematical problems. Those with a medium level exhibit sufficient ability to formulate and solve problems but require reinforcement in consistency and self-reflection. Meanwhile, students with a low level of mathematical habits of mind tend to solve problems spontaneously without planning or reflective evaluation, and face difficulties in interpreting mathematical results within real-life contexts. The study highlights the importance of strengthening mathematical habits of mind through contextual and reflective learning strategies to enhance students' mathematical literacy.