Elementary Students’ Statistical Literacy in terms of Self-Esteem

Abstract

This study examines elementary school students’ statistical literacy on data presentation in relation to self-esteem levels (low, moderate, high). Using a descriptive approach, the study involved 25 fifth-grade students at Karya Baru State Elementary School, Baubau City. Statistical literacy was analyzed through students’ abilities to understand basic data concepts, interpret and relate data to real-life contexts, and communicate analytical results. Data were collected using self-esteem questionnaires, statistical literacy tests, and semi-structured interviews to support the findings. The results indicate that self-esteem has a meaningful influence on students’ statistical literacy. Students with low self-esteem did not meet key literacy indicators, particularly in understanding, interpreting, and communicating data both orally and in writing. Those with moderate self-esteem showed sufficient comprehension of basic concepts and could present data in simple forms, but experienced difficulties in mathematical communication and applying concepts to new contexts. Students with high self-esteem achieved all statistical literacy indicators, demonstrating accurate reading, presentation, interpretation, and systematic communication of data. Overall, the findings emphasize the importance of integrating students’ self-esteem considerations into instructional planning to improve statistical literacy in elementary education.