Analyzing students’ statistical literacy skills based on gender, grade, and educational field

Riwayani Riwayani, E. Istiyono, S. Supahar, Riki Perdana, S. Soeharto
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Abstract

Statistical literacy is fundamental competence to think critically and to conclude information based on data. This study aims to describe students’ statistical literacy according to gender, grade, and educational field. This research was a quantitative method with a cross-sectional design by explaining and analyzing the results using Rasch modeling, and students’ statistical literacy was categorized and described according to statistical literacy topics, gender, student grade level, and educational field. The respondent of this study was 271 students obtained through the stratified random sampling in Yogyakarta’s senior high school. The result of this study confirmed that the statistical literacy skills of students are still at a low level. The lowest aspect is the scope of conclusions, while the highest aspect is data production (medium level). There are no significant differences in statistical literacy skills based on gender and class. However, there are significant differences in statistical literacy based on field education. It indicates that policymakers or teachers should improve students’ statistical literacy skills by training or applying a learning model that focuses explicitly on statistical literacy skills.
根据性别、年级和教育领域分析学生的统计素养技能
统计素养是根据数据进行批判性思考和总结信息的基本能力。本研究旨在根据性别、年级和教育领域来描述学生的统计素养。本研究采用横截面设计的定量方法,利用拉施模型对结果进行解释和分析,并根据统计素养主题、性别、学生年级和教育领域对学生的统计素养进行分类和描述。本研究的调查对象是日惹市高中通过分层随机抽样获得的 271 名学生。研究结果表明,学生的统计素养仍处于较低水平。最低的方面是结论的范围,而最高的方面是数据制作(中等水平)。统计素养技能在性别和班级上没有明显差异。然而,根据实地教育的不同,统计素养存在明显差异。这表明决策者或教师应通过培训或采用明确注重统计素养技能的学习模式来提高学生的统计素养技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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