International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Heri Retnawati; Kana Hidayati; Ezi Apino; Ibnu Rafi; Munaya Nikma Rosyada

doi:10.23947/2334-8496-2024-12-1-1-17

Authors

Heri Retnawati Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Special Region of Yogyakarta 55281, Indonesia; Master’s and Doctoral Programmes in Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Special Region of Yogyakarta 55281, Indonesia https://orcid.org/0000-0002-1792-5873
Kana Hidayati Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Special Region of Yogyakarta 55281, Indonesia; Master’s and Doctoral Programmes in Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Special Region of Yogyakarta 55281, Indonesia https://orcid.org/0000-0002-9226-8500
Ezi Apino Doctoral Programme in Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Special Region of Yogyakarta 55281, Indonesia https://orcid.org/0000-0001-9711-2807
Ibnu Rafi Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Special Region of Yogyakarta 55281, Indonesia https://orcid.org/0000-0002-6809-4678
Munaya Nikma Rosyada Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Special Region of Yogyakarta 55281, Indonesia https://orcid.org/0000-0003-2761-6422

DOI:

https://doi.org/10.23947/2334-8496-2024-12-1-1-17

Keywords:

gender, laptop ownership, mathematics education, research preference, statistical literacy, status of higher education institution

Abstract

Statistical literacy (hereafter SL) has been considered an important learning outcome in statistics learning in higher education, yet studies that focus on investigating the factors and conditions that influence students’ SL, especially mathematics education students, are still limited. This study seeks to uncover the factors and conditions that significantly contribute to the SL of mathematics education students. This survey study involved 1,287 mathematics education students from 21 higher education institutions in Indonesia. Linear regression analysis involving four predictor variables (i.e., gender, status of higher education institution, laptop ownership, and research preference) was performed to determine the variables that contributed significantly in predicting SL achievement. The results revealed that gender, higher education institution’s status, and laptop ownership contributed significantly, but research preference was not significant in predicting mathematics education students’ SL. Furthermore, laptop ownership was found to have the highest contribution in predicting mathematics education students’ SL. All findings and their implications are discussed.

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