Linguistic Challenges in Understanding Mathematical Story Problems: A Correlation Study between Indonesian Language Literacy and Numeracy Literacy of Junior High School Students

Ade Kusnan Afandi; Rafiq  Zulkarnaen

doi:10.63922/ijevss.v5i03.4888

Ade Kusnan Afandi Universitas Singaperbangsa Karawang, Indonesia
Rafiq Zulkarnaen Universitas Singaperbangsa Karawang, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4888

Keywords: Linguistic challenges, Indonesian language literacy, numeracy literacy, math story problems, junior high school education.

Abstract

This study aims to analyze the linguistic challenges faced by junior high school (SMP) students in understanding mathematical story problems and examine the correlation between Indonesian language literacy and numeracy literacy. Understanding mathematical story problems is often hampered by the complexity of the language used, not just the mathematical concepts. Using a quantitative correlational approach, this study involved 150 junior high school students in Karawang City as a sample. Data were collected through Indonesian language literacy tests and numeracy literacy tests (mathematical story problems). Data analysis used descriptive statistics and correlation tests.Pearson Product-MomentThe results showed a significant positive correlation between Indonesian language literacy and students' numeracy literacy, indicating that good language skills contribute to the understanding and solution of mathematical word problems. The main linguistic challenges identified included understanding mathematical vocabulary, complex sentence structures, and interpreting problem contexts. The implications of this study highlight the importance of integrating language and mathematics instruction to improve students' numeracy literacy, particularly in problem-solving contexts

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