International Journal of Educational Research & Social Sciences ISSN: 2774-5406 https://ijersc.org Indonesian Students’ Mathematical Literacy And Attitude Maria Ulfah 1* , Venny Karolina 2 ,Carla Queiroz 3 1,2 Lecturers at Tanjungpura University, Teachers’ Training Faculty, Indonesia 3 Academia BAI, Angola *Corresponding Author: Email : maria.ulfah@fkip.untan.ac.id Abstract. This study aimed to analyze gender differences in mathematical literacy and attitude among secondary school students in Indonesia. This study also assessed the correlation between mathematical literacy and attitude. Secondary data set of PISA Mathematic 2012 was used in this study. The participants of the survey were 5622 Indonesian secondary school students (2860 females and 2762 males). The findings of this study were as follows. Firstly, the study found evidence that compared to females (m=22.6%), male students (m=23.2%) had significantly higher scores in mathematical literacy (p  0.001, t = -1.630, df = 5542.617). Secondly. there was no difference between male (m=3.07) and female students (m=3.06) in mathematical attitude (p = 0.73, t = 0.431, df = 3716). Lastly, this study found that there were no linear correlations between mathematical literacy and attitude (p = 0.982, r < 0.001). Keywords: Mathematical literacy, Mathematical attitude, PISA I. INTRODUCTION Mathematical literacy is individual’s ability to apply mathematical concepts in real life situation (Jablonka, 2003). Meaning, mathematical literacy is not restricted to the numerical ability. Rather, it is defined to a broader concept, the application of how people use mathematical knowledge in the context of human life. Mathematical literacy skill is considered as one of indicators of the success of someone in academic, professional, and social context. In a broader context, a system of country, this is a main skill needed for citizens that will give contribution to the development of a country (OECD, 2012a) as it is beneficial to solve a country’s problems, such as population growth, finance, weather forecast, and so forth. Considering the significance of mathematical literacy skill for future generation, Organisation for Economic Co-operation and Development (OECD) in cooperation with ACER (Australian Council for Educational Research) have hold a global assessment called PISA (Programme for International Student Assessment) assessing mathematical literacy of 15-year-old students of OECD country members and other partner countries every three years since 2000 (OECD, 2014). Besides mathematical literacy, students’ attitude toward maths was also assessed; it is considered important because the attitude toward the subject learned may affect students’ learning positively (Bybee and McCrae, 2011). PISA data have been widely used by researchers or policy makers to get the depiction of global phenomena happened in relation to male and female students’ mathematical literacy and attitude; however, only a few studies analysed them in Indonesian context (Nindya, 2015; Stacey, 2014). Therefore, this study aimed to fill that gap, investigating gender differences in Indonesian students’ mathematical literacy and attitude as well as correlation between mathematical literacy and attitude. a. Mathematical Literacy Learning mathematics is crucial for human being because mathematical practices relate to many aspects of human life. For example, in cooking, correct proportions and ratios are applied when ingredients are added, or in crafting, the patterns on traditional craft are based on the geometry concept (Gerdes, 1999). Proportions, ratio, and geometry are the examples of how everyday life involves mathematical concepts. Mathematics is also a foundation of other branches of expertise, such as nursing, medicine, engineering, science, banking, and so on (Mullis & Martin 2014); therefore, OECD countries find it important to prepare the citizens to be math literate by holding PISA math assessing not only students’ mathematical compet ence but also the insight of the application of mathematical concepts in real life; this refers to mathematical literacy. Mathematical literacy is someone’s capability to use and apply the mathematical knowledge into life situations (Jablonka, 2003). In addition, Turner (2016, p. 3) claims that this skill refers to the ability to 1973