International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

line decor
  
line decor

 Volume 12, Issue 12 (December 2025), Pages: 207-219

----------------------------------------------

 Original Research Paper

Comparative study of elementary students' numeracy literacy in solving word problems in Indonesia and Malaysia

 Author(s): 

 Agustan Syamsuddin 1, *, Idawati Idawati 1, Andi Mulawakan Firdaus 1, Andi Aswani 1, Maharida Manindar 2, Sharifah Osman 3, Nurfirzanah Fadzil 3

 Affiliation(s):

  1Department of Elementary Education, Universitas Muhammadiyah Makassar, Makassar, Indonesia
  2English Language Education, Universitas Muhammadiyah Makassar, Makassar, Indonesia
  3School of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0003-2164-852X

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2025.12.018

 Abstract

Numeracy literacy is a fundamental skill in elementary education, particularly for solving mathematical word problems that reflect real-life situations. Contextual Teaching and Learning (CTL) has emerged as a promising approach to strengthen students’ understanding and application of mathematical concepts, yet comparative evidence across national education systems remains limited. This study examines the numeracy literacy of elementary students in Indonesia and Malaysia who were taught using CTL-based methods. A mixed-methods design was used, combining quantitative data from numeracy tests administered to 60 students (30 from each country) with qualitative insights from teacher interviews, classroom observations, and analysis of students’ written responses. The qualitative analysis focused on how students interpreted contextual information, formed mathematical representations, and used reasoning to solve word problems. The findings show that Malaysian students demonstrated stronger contextual problem-solving skills, while Indonesian students showed greater flexibility across different problem types, reflecting differences in curriculum structures and instructional practices. Overall, the study confirms the potential of CTL to enhance numeracy literacy, although its effectiveness depends on implementation quality, including teacher preparedness, curriculum integration, and contextual relevance. The study recommends improved teacher training and curriculum development, and calls for future research on the long-term effects of CTL and innovative approaches to contextual learning in varied educational settings.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license ( http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Numeracy literacy, Contextual teaching, Word problems, Elementary education, Mixed-methods research

 Article history

 Received 12 July 2025, Received in revised form 24 November 2025, Accepted 28 November 2025

 Acknowledgment

We would like to express our deepest appreciation to all those who provided us with the possibility to complete this report. We give special gratitude to the Rector of Universitas Muhammadiyah Makassar and Universiti Teknologi Malaysia for providing the necessary facilities and reference sources. Their encouragement and support were crucial to the successful completion of this research. 

 Compliance with ethical standards

 Ethical considerations

This study was approved by the Research Ethics Committee of Universitas Muhammadiyah Makassar (Ethical Clearance No. 59/LP3M/05/A.4-VIII/XII/46/2024). The research was classified as minimal risk. Permission was obtained from the participating schools in Indonesia and Malaysia. Informed consent was secured from school authorities, teachers, and parents or legal guardians of all participating students. Student participation was voluntary, and all data were collected anonymously to ensure confidentiality.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Syamsuddin A, Idawati I, Firdaus AM, Aswani A, Manindar M, Osman S, and Fadzil N (2025). Comparative study of elementary students' numeracy literacy in solving word problems in Indonesia and Malaysia. International Journal of Advanced and Applied Sciences, 12(12): 207-219

  Permanent Link to this page

 Figures

  Fig. 1  Fig. 2  

 Tables

  Table 1  Table 2  Table 3 

----------------------------------------------   

 References (37)

  1. Agusfianuddin A, Herman T, and Turmudi T (2024). Investigation of students' difficulties in mathematical language: Problem-solving in mathematical word problems at elementary schools. Jurnal Kependidikan, 10(2): 578-590.  https://doi.org/10.33394/jk.v10i2.11257    [Google Scholar]
  2. Aini K, Misbahudholam AR M, and Ridwan M (2024). Growing numeral literacy skills through science, technology, engineering, arts, mathematics based on local wisdom. MIMBAR PGSD Undiksha, 12(1): 64-72.  https://doi.org/10.23887/jjpgsd.v12i1.67642    [Google Scholar]
  3. Bahtiar A, Syamsuddin A, and Akib I (2020). Description of mathematical communication skills, logical thinking and its influence on the ability of mathematical literacy for students of grade V elementary school. International Journal of Scientific & Technology Research, 9(4): 1075-1078.    [Google Scholar]
  4. Blömeke S, Jentsch A, Ross N, Kaiser G, and König J (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79: 101600. https://doi.org/10.1016/j.learninstruc.2022.101600    [Google Scholar]
  5. Diarsini MS, Artini LP, Padmadewi NN, Ratminingsih NM, Utami IGALP, and Marsakawati NPE (2022). Challenges and opportunities of online assessment implementation during COVID-19 pandemic in Indonesia based on recent studies. European Journal of Education and Pedagogy, 3(6): 82-88.  https://doi.org/10.24018/ejedu.2022.3.6.421    [Google Scholar]
  6. Gravemeijer K and Doorman M (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39: 111-129.  https://doi.org/10.1023/A:1003749919816    [Google Scholar]
  7. Griffin CC, Gagnon JC, Jossi MH, Ulrich TG, and Myers JA (2018). Priming mathematics word problem structures in a rural elementary classroom. Rural Special Education Quarterly, 37(3): 150-163.  https://doi.org/10.1177/8756870518772164    [Google Scholar]
  8. Griffin P, McGaw B, and Care E (2012). Assessment and teaching of 21st century skills. Springer, Dordrecht, Netherlands.  https://doi.org/10.1007/978-94-007-2324-5    [Google Scholar]
  9. Hadebe S, Williams A, Sifolo P, Bradley M, and Abduroaf M (2024). The challenges and opportunities experienced during COVID-19 inform reshaping of teaching, learning and research practices for a subgroup of FPP participants. South African Journal of Higher Education, 38(5): 169-194.  https://doi.org/10.20853/38-5-6413    [Google Scholar]
  10. Huang J, Cai Y, Lv Z, Huang Y, and Zheng XL (2024). Toward self-regulated learning: Effects of different types of data-driven feedback on pupils’ mathematics word problem-solving performance. Frontiers in Psychology, 15: 1356852.  https://doi.org/10.3389/fpsyg.2024.1356852    [Google Scholar] PMid:39411557 PMCid:PMC11473304
  11. Iswara HS, Ahmadi F, and Da Ary D (2022). Numeracy literacy skills of elementary school students through ethnomathematics-based problem solving. Interdisciplinary Social Studies, 2(2): 1604-1616.  https://doi.org/10.55324/iss.v2i2.316    [Google Scholar]
  12. King SG and Powell SR (2023). Language proficiency and the relation to word–problem performance in emergent bilingual students with mathematics difficulties. Learning Disabilities Research & Practice, 38(4): 263-273.  https://doi.org/10.1111/ldrp.12325    [Google Scholar]
  13. Kourtit K (2021). City intelligence for enhancing urban performance value: A conceptual study on data decomposition in smart cities. Asia-Pacific Journal of Regional Science, 5: 191-222.  https://doi.org/10.1007/s41685-021-00193-9    [Google Scholar]
  14. Lestari H, Rahmawati I, Ali M, Sopandi W, and Wulan AR (2023). An innovative approach to environmental literacy: The sustainable RADEC learning model for elementary schools. Al Ibtida: Jurnal Pendidikan Guru MI, 10(2): 189-210.  https://doi.org/10.24235/al.ibtida.snj.v10i2.13123    [Google Scholar]
  15. Liu Y, Peng P, and Yan X (2025). Early numeracy and mathematics development: A longitudinal meta-analysis on the predictive nature of early numeracy. Journal of Educational Psychology, 117(6): 863–883.  https://doi.org/10.1037/edu0000925    [Google Scholar]
  16. Molenda M (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5): 34-36.  https://doi.org/10.1002/pfi.4930420508    [Google Scholar]
  17. Nouri V (2025). Redefining learning outcomes in higher education through centers for teaching and learning. Adult Education Critical Issues, 4(2): 93-106.  https://doi.org/10.12681/haea.39856    [Google Scholar]
  18. Nurroini IF, Amir MF, and Wardana MDK (2023). Analogy-based selective problem-solving learning on the skill to solve word problems. Edunesia: Jurnal Ilmiah Pendidikan, 4(3): 1357-1371.  https://doi.org/10.51276/edu.v4i3.521    [Google Scholar]
  19. Powell SR, Berry KA, Fall AM, Roberts G, Fuchs LS, and Barnes MA (2021). Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention. Journal of Educational Psychology, 113(5): 898-910.  https://doi.org/10.1037/edu0000513    [Google Scholar]
  20. Putri RII, Setyorini NP, Meitrilova A, Permatasari R, Saskiyah SA, and Nusantara DS (2021). Designing a healthy menu project for Indonesian junior high school students. Journal on Mathematics Education, 12(1): 133-146.  https://doi.org/10.22342/jme.12.1.13239.133-146    [Google Scholar]
  21. Roza AS, Rafli Z, and Rahmat A (2023). The implementation of contextual teaching learning (CTL) to improve the students’ speaking ability in Islamic studies course. International Journal of Applied Linguistics & English Literature, 8(4): 45-50.  https://doi.org/10.7575/aiac.ijalel.v.8n.4p.45    [Google Scholar]
  22. Stevens EA, Leroux AJ, Mowbray MH, and Lee GS (2023). Evaluating the effects of adding explicit vocabulary instruction to a word-problem schema intervention. Exceptional Children, 89(3): 275-293.  https://doi.org/10.1177/00144029221112290    [Google Scholar]
  23. Strohmaier AR, Reinhold F, Hofer S, Berkowitz M, Vogel-Heuser B, and Reiss K (2022). Different complex word problems require different combinations of cognitive skills. Educational Studies in Mathematics, 109: 89-114.  https://doi.org/10.1007/s10649-021-10079-4    [Google Scholar]
  24. Suciyati S, Rosadi D, and Mariamah M (2022). Elementary school students numeration ability. AlphaMath: Journal of Mathematics Education, 8(1): 1-10.  https://doi.org/10.30595/alphamath.v8i1.12218    [Google Scholar]
  25. Sullivan K, Bray A, and Tangney B (2021). Developing twenty-first-century skills in out-of-school education: The Bridge21 transition year programme. Technology, Pedagogy and Education, 30(4): 525-541.  https://doi.org/10.1080/1475939X.2020.1835709    [Google Scholar]
  26. Suseelan M, Chew CM, and Chin H (2023a). Higher-order thinking word problem-solving errors made by low-performing pupils: Comparative case study across school types in Malaysia. Current Psychology, 42: 21449-21461.  https://doi.org/10.1007/s12144-022-03271-z    [Google Scholar] PMid:35669209 PMCid:PMC9142333
  27. Suseelan M, Chew CM, and Chin H (2023b). School-type difference among rural grade four Malaysian students’ performance in solving mathematics word problems involving higher order thinking skills. International Journal of Science and Mathematics Education, 21: 49-69.  https://doi.org/10.1007/s10763-021-10245-3    [Google Scholar]
  28. Takaria J, Pattimukay N, and Kaary KM (2022). Analisis kemampuan literasi numerasi siswa dalam menyelesaikan soal cerita ditinjau dari kemampuan awal matematis (KAM). Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan, 10(2): 318-327.  https://doi.org/10.30598/pedagogikavol10issue2page318-327    [Google Scholar]
  29. Ting KS, Talib O, Ayub AFM, Zolkepli M, Yee CC, and Hoong TC (2024). Rasch model assessment of algebraic word problem among year 8 Malaysian students. International Journal of Evaluation and Research in Education, 13(2): 1088-1099.  https://doi.org/10.11591/ijere.v13i2.25721    [Google Scholar]
  30. Tsai CA, Song MYW, Lo YF, and Lo CC (2023). Design thinking with constructivist learning increases the learning motivation and wicked problem-solving capability—An empirical research in Taiwan. Thinking Skills and Creativity, 50: 101385.  https://doi.org/10.1016/j.tsc.2023.101385    [Google Scholar]
  31. UNESCO (2022). What you need to know about literacy. United Nations Educational, Scientific and Cultural Organization, Paris, France. Available online at:  https://www.unesco.org/en/education/literacy/need-know 
  32. Vessonen T, Dahlberg M, Hellstrand H, Widlund A, Söderberg P, Korhonen J, Aunio P and Laine A (2025). Individual characteristics associated with elementary school children's mathematical word problem‐solving skills: A systematic review and meta‐analysis. Review of Education, 13(1): e70045.  https://doi.org/10.1002/rev3.70045    [Google Scholar]
  33. Vygotsky LS (1978). Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, USA.    [Google Scholar]
  34. Wahyuni NPCO and Agustika GNS (2021). Pemanfaatan video pembelajaran matematika berbasis kontekstual learning untuk meningkatkan pemahaman konsep bangun ruang siswa kelas VI SD. Indonesian Journal of Instruction, 2(3): 116-132.  https://doi.org/10.23887/iji.v2i3.50950    [Google Scholar]
  35. Wu H and Molnár G (2021). Logfile analyses of successful and unsuccessful strategy use in complex problem-solving: A cross-national comparison study. European Journal of Psychology of Education, 36: 1009-1032.  https://doi.org/10.1007/s10212-020-00516-y    [Google Scholar]
  36. Xu X, Chen P, Wang J, Feng J, Zhou H, Li X, Zhong W, and Hao P (2020). Evolution of the novel coronavirus from the ongoing Wuhan outbreak and modeling of its spike protein for risk of human transmission. Science China Life Sciences, 63: 457-460.  https://doi.org/10.1007/s11427-020-1637-5    [Google Scholar] PMid:32009228 PMCid:PMC7089049
  37. Yosa N, Amir MF, and Wardana MDK (2022). Learning with coping strategies in solving multi-step arithmetic problems towards numeracy skills. Journal of Education Research and Evaluation, 6(3): 500-528.  https://doi.org/10.23887/jere.v6i3.47036    [Google Scholar]