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All Journal Suska Journal of Mathematics Education PRISMA Juring (Journal for Research in Mathematics Learning)
Kartini Kartini
Riau University
Education Mathematics Social Sciences

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Students’ Numeracy Skills in Solving Minimum Competency Assessment Questions on Geometry and Measurement Content Azizah Azizah; Kartini Kartini; Yenita Roza
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5348

Abstract

The Minimum Competency Assessment (MCA) measures students’ numeracy skills, a crucial ability in the 21st-century digital era. However, PISA and the 2024 Indonesian Education Report show that Indonesian students’ numeracy skills remain low. This study aims to describe students’ numeracy skills in solving MCA questions on geometry and measurement content. The method used is descriptive with a qualitative approac. Data were collected through triangulation involving test results from seven MCA numeracy questions on geometry and measurement and through interviews. The subjects of this study consisted of 32 eighth-grade students from SMPN 40 Pekanbaru. The analysis of students’ answers revealed that 46.88% were categorized as low, 43.75% as moderate, and only 9.38% demonstrated a high level of numeracy proficiency. Interviews were conducted with selected students based on the results of the response analysis. Students in the high category were able to understand the context, interpret visual information, and apply reasoning and geometric concepts to real-life situations. They demonstrated the full range of cognitive processes, although improvements in accuracy are still needed. Students in the moderate category showed a lack of systematic thinking and often missed key details due to insufficient attentiveness when reading questions and selecting strategies. Meanwhile, students in the low category experienced fundamental difficulties in understanding visual information, units, and problem contexts. Their responses tended to be based on guesses rather than logical calculation, indicating the need for intensive support and more foundational instruction.
A Contextual Approach-Based Teaching Module to Facilitate Students' Mathematical Communication Skills on the Topic of Straight Line Equations Sri Yuliani; Maimunah Maimunah; Kartini Kartini
Juring (Journal for Research in Mathematics Learning) Vol. 8 No. 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38176

Abstract

Mathematical communication skills are essential for students because they help convey their mathematical ideas through language, notation, symbols, or images. This study aims to develop a teaching module based on a valid, practical contextual approach to facilitate the development of mathematical communication skills among phase-D students. The research conducted was Research and Development (R&D) using a 4D model consisting of the define, design, develop, and disseminate stages. The development research instruments consisted of a validation sheet and a practicality questionnaire. The validation results stated that the teaching module was classified as very valid. Meanwhile, the results of the practicality test among 30 students were very practical. Thus, the teaching module, designed with a contextual approach, met the validity and practicality criteria and can be applied in the teaching and learning process to support students in understanding mathematical concepts through relevant examples from everyday life and in communicating mathematical ideas meaningfully
Development of Test Instruments for Mathematical Problem-Solving Ability in Algebra Content Aghniya Syakira Mufidah; Maimunah Maimunah; Kartini Kartini
Suska Journal of mathematics Education Vol 11 No 2 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/sjme.v11i2.38500

Abstract

Mathematical problem-solving ability (MPSA) is an important competence that supports the development of higher-order thinking skills. However, research shows that students’ MPSA remains low, partly due to the lack of valid and reliable test instruments. This study aims to develop a MPSA test instrument in the form of essay questions on the content of algebraic forms, equations, and linear inequalities in one variable for seventh-grade students at SMP Negeri 13 Pekanbaru. The method used is development research with the Tessmer model, covering the preliminary and formative evaluation stages. The preliminary results indicate that mathematics learning in schools remains dominated by routine, result-oriented questions, while MPSA practice remains limited. Curriculum analysis indicates that the content of phase D algebra requires solving contextual problems, so the instrument was designed to measure the ability to understand problems, plan strategies, solve them, and interpret answers. The design phase produced Prototype I, consisting of 16 essay questions based on MPSA indicators and everyday contexts. Formative evaluation included self-evaluation, expert review, one-to-one, small group, and field tests. Self-evaluation and expert review showed that the instrument was highly valid (average score: 86.20%), with revisions to language, wording, illustrations, and instructions. One-to-one and small group tests produced Prototype II, which was then refined into Prototype III. Field testing with 37 students showed that 15 of 16 items were valid and reliable (coefficient 0.91 for package I; 0.85 for package II) and had good difficulty and discrimination levels, while one item was removed. Thus, the developed instrument is valid, reliable, and feasible for measuring students’ mathematical problem-solving ability.
Co-Authors Aghniya Syakira Mufidah Azizah Azizah Maimunah Maimunah Sri Yuliani Yenita Roza