STUDENTS MATHEMATICAL LITERACY SKILLS ON FRACTIONS VIEWED FROM LEARNING INTEREST AND LEARNING STYLES

Nur Amin Ambon Talaohu; Nessy Pattimukay; La Suha Ishabu

doi:10.37478/jupika.v9i2.8422

Authors

Nur Amin Ambon Talaohu Elementary School Teacher Education Study Program, Pattimura University, Ambon City, Indonesia
Nessy Pattimukay Elementary School Teacher Education Study Program, Pattimura University, Ambon City, Indonesia https://orcid.org/0009-0000-8448-2040
La Suha Ishabu Elementary School Teacher Education Study Program, Pattimura University, Ambon City, Indonesia https://orcid.org/0009-0002-8525-8555

DOI:

https://doi.org/10.37478/jupika.v9i2.8422

Abstract

Mathematical literacy among Indonesian elementary students remains low, particularly in contextual fraction problems, often due to internal factors like learning interest and styles. This study aims to describe fifth-grade students' mathematical literacy skills on fraction materials based on their learning interest and learning styles. A descriptive qualitative approach was employed. The subjects were 20 fifth-grade students, with selected participants chosen via purposive sampling. Data were collected through questionnaires, literacy tests, interviews, and documentation, then analyzed using the Miles and Huberman model. The results indicate that students with high learning interest demonstrate superior literacy skills, showing persistence and focus. Conversely, those with low interest tend to give up easily. Regarding learning styles, visual learners excel with illustrations, auditory learners prefer verbal explanations, and kinesthetic learners require concrete, practical involvement. The primary obstacle for all students is translating contextual problems into mathematical models. These findings highlight the necessity for differentiated context-based instruction to accommodate diverse psychological and sensory preferences in elementary mathematics education.

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Keywords:

Elementary School, Fraction, Learning Interest, Learning Style, Mathematical Literacy

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