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All Journal International Journal of Social Sciences and Humanities
Navel Oktaviandy Mangelep
Master's Program in Mathematics Education, Postgraduate Program, Universitas Negeri Manado, Tondano, Indonesia
Arts Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Development of a Realistic Mathematics Teaching Module on Arithmetic Sequences and Series to Support the Mathematical Literacy of Vocational High School Students Indira Runturambi; Rosiah J. Pulukadang; Navel Oktaviandy Mangelep; Philoteus E. A. Tuerah; Sylvia J. A. Sumarauw
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.2743

Abstract

The persistently low mathematical literacy of Indonesian students, repeatedly documented in international assessments, is rooted in procedural and decontextualised teaching practices, including in the topic of arithmetic sequences and series at vocational high schools (SMK). This study aimed to produce a realistic mathematics teaching module on arithmetic sequences and series that is valid, practical, and effective for supporting the mathematical literacy of grade X students. A Research and Development approach using Plomp's model was employed, comprising three phases: preliminary research, development/prototyping, and assessment. The subjects were 22 grade X students of SMK Negeri 1 Amurang; three expert validators assessed validity and eight students assessed practicality in a small-group evaluation. Instruments comprised validation sheets, student response questionnaires, and a mathematical literacy test based on the formulating, employing, and interpreting indicators. The results showed that the module met the highly valid criterion (86%), the practical criterion (81.8%), and the effective criterion with a mean N-Gain of 0.84 (high category) and 86.36% classical completeness. The mean test score increased from 17.73 in the pretest to 86.45 in the posttest. These findings confirm that a Realistic Mathematics Education-based module designed through layered formative evaluation can bridge mathematical concepts with students' vocational contexts while strengthening mathematical literacy. This study contributes to the provision of contextual teaching materials for vocational education and opens opportunities for experimentally designed effectiveness testing in further research.
Development of a Social Arithmetic Teaching Module Based on the Indonesian Realistic Mathematics Education Approach to Support the Numeracy Skills of Junior High School Students Chealsea Medeline Somba; Ichdar Domu; Navel Oktaviandy Mangelep; Patricia V. J. Runtu; Nicky K. Tumalun
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.2750

Abstract

This study aims to develop a social arithmetic teaching module based on the Indonesian Realistic Mathematics Education (PMRI) approach that is valid, practical, and effective in supporting the numeracy skills of junior high school students. The low numeracy achievement of Indonesian students, reflected in the 2022 Programme for International Student Assessment (PISA) score of 366, together with the limited availability of contextual teaching materials, motivated this research. The study employed the Research and Development method using the Plomp model, which comprises three phases: preliminary research, the development or prototyping phase, and the assessment phase. The research subjects were seventh-grade students of SMP Katolik Don Bosco Bitung in the 2025/2026 academic year. Data were collected through expert validation sheets, teacher and student practicality questionnaires, and numeracy tests (pretest and posttest), then analysed using percentage scores and the N-Gain formula. The results show that the module met the highly valid criteria with percentages of 90% from the material expert and 91.7% from the media expert, while the test instrument reached 90%. The practicality aspect was categorised as highly practical based on the one-to-one trial (85.2%), small-group trial (88.8%), and field test (85.34%). The module's effectiveness was demonstrated by an increase in students' average scores from 28.63 on the pretest to 65.91 on the posttest, with an N-Gain value of 0.51 in the medium category. Therefore, the developed PMRI-based social arithmetic module is feasible for use as teaching material that supports the numeracy skills of junior high school students.
Co-Authors Chealsea Medeline Somba Ichdar Domu Indira Runturambi Nicky Kurnia Tumalun Patricia V. J. Runtu Philoteus E. A. Tuerah Rosiah J. Pulukadang Sylvia J. A. Sumarauw