Mathematical literacy of the food security context in agriculture vocational high schools Ai Tusi Fatimah, Agus Yuniawan Isyanto, Euis Erlin
Universitas Galuh, Jl. R.E. Martadinata No. 150, Ciamis, Jawa Barat, Indonesia
Abstract
Introducing the importance of food security to agricultural vocational high school students is the foundation for the national food security program. Studies of mathematical literacy that carry a variety of contexts have the potential to include food as part of the context to provide good food security insights for agricultural vocational high school students. The study aims to explore the components of mathematical literacy in the agricultural vocational high school. The study method used is a literature study. The data comes from food security regulations, agricultural vocational high school curricula, assessment and analysis framework of PISA. Data was analyzed based on the components of mathematical literacy, namely knowledge of mathematical content, problem-solving, mathematical reasoning, context, and work skills. The results show that numbers, measurements, algebra, and data analysis are the much-needed mathematical content for problem-solving. The reasoning required to solve a problem can be imitative or creative based on the context of the problem. Food security is very promising to be presented in mathematical assignments. Work skills that can be developed are sense-making, adaptive, and transdisciplinary.
Keywords: food security- mathematical literacy- vocational high school
