The Relationship Between Mathematical Critical Thinking Ability and Students’ Political Literacy in Senior High School

Sulaiman; Wahyu Widada; Nurul Astuty Yensy; Ari Suningsih

doi:10.56741/IISTR.jpes.001571

Authors

Sulaiman Universitas Bengkulu
Wahyu Widada Universitas Bengkulu https://orcid.org/0000-0001-8266-6540
Nurul Astuty Yensy Universitas Bengkulu https://orcid.org/0000-0003-3818-9833
Ari Suningsih
ari.suningsih@umpri.ac.id
Universitas Muhammadiyah Pringsewu https://orcid.org/0000-0003-0518-2379

Keywords:

Critical Thinking Skills, Democratic Society, High School Students, Political Literacy

Abstract

Critical thinking and political literacy are essential competencies in 21st-century education; however, they are often developed separately in school learning. This study investigates the relationship between mathematical critical thinking ability and students’ political literacy at the senior high school level. Using a quantitative correlational design, data were collected from 80 eleventh-grade students selected through stratified random sampling from three public high schools in Yogyakarta City. The instruments consisted of a mathematical critical thinking test and a political literacy questionnaire, both of which demonstrated acceptable validity and reliability. Data were analyzed using the Pearson Product–Moment correlation. The results revealed a significant positive correlation between mathematical critical thinking and political literacy (r = 0.58, p < 0.01), indicating that students with stronger mathematical reasoning tend to exhibit higher political literacy, including a better understanding of democratic values and more rational civic attitudes. These findings demonstrate that mathematical critical thinking contributes meaningfully to students’ political literacy. The study highlights the importance of integrating socio-political contexts into mathematics instruction as an interdisciplinary approach to fostering analytical and responsible citizenship in a democratic society.

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Author Biographies

Sulaiman, Universitas Bengkulu

is a member of the General Elections Commission (KPU) of Pringsewu Regency and a lecturer in the Mathematics Education Study Program at the University of Muhammadiyah Pringsewu (UMPRI). He is actively engaged in education and community service, particularly in integrating political literacy and numeracy within learning contexts. Currently, Sulaiman is pursuing his doctoral (Ph.D.) studies to deepen his expertise in mathematics education and the development of data-driven civic competence. (email: sulaiman@umpri.ac.id).

Wahyu Widada, Universitas Bengkulu

is a professor of Mathematics Education at the Faculty of Teacher Training and Education, Universitas Bengkulu, Indonesia. His expertise includes mathematics education, realistic mathematics learning, ethnomathematics, and mathematical problem solving. His research focuses on enhancing students’ reasoning and critical thinking through contextual and culturally grounded instructional approaches. (email: w.widada@unib.ac.id).

Nurul Astuty Yensy, Universitas Bengkulu

is a lecturer in Mathematics Education at Universitas Bengkulu. Her research focuses on mathematics learning, particularly students’ conceptual understanding, learning media development, and the effectiveness of instructional models in improving mathematics achievement. (email: nurulastutyyensy@unib.ac.id).

Ari Suningsih, Universitas Muhammadiyah Pringsewu

is a mathematics lecturer whose research focuses on critical thinking and cognitive styles in mathematics learning. She holds a bachelor’s, master’s, and doctoral degree in Mathematics Education, reflecting a strong academic foundation in the field. Her scholarly interests center on developing instructional models that enhance students’ analytical and reflective thinking skills, particularly within geometry and problem-solving contexts. (email: ari.suningsih@umpri.ac.id).

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