Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Tadris Matematika (JTMT)
Irmayanti Irmayanti
Universitas Islam Ahmad Dahlan Sinjai
Education Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Sociomathematical and Ethnomathematical Exploration of Mathematical Literacy Junior High School Students Irmayanti Irmayanti; Suradi; Muhammad Izzad Kaisar; Fitriani Fitriani
JTMT: Journal Tadris Matematika Vol 7 No 1 (2026): Volume 7, Issue 1, June 2026
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v7i1.4224

Abstract

This research is a systematic literature review (SLR) which aims to analyse the sociomathematical and ethnomathematical exploration of mathematical literacy among junior high school (SMP) students. The study examines national and international articles relevant to the topics of sociomathematics, ethnomathematics and mathematical literacy. A total of 46 articles were identified from various databases, such as Scopus, ERIC, Google Scholar and Garuda. Through a systematic screening process, 33 articles published between 2023 and 2025 were selected for in-depth analysis. The results show that sociomathematical and ethnomathematical approaches play an important role in encouraging meaningful social interaction and the negotiation of mathematical meaning. They also promote the active involvement of students in relating mathematical concepts to daily life. Integrating local cultural contexts has been shown to strengthen conceptual understanding, increase a sense of belonging to the learning process, and foster awareness of social values in mathematics. However, the results also indicate that research integrating sociomathematics, ethnomathematics and mathematical literacy holistically remains limited, particularly at junior high school level. Therefore, there is a need to develop a learning design that combines social, cultural, and conceptual dimensions of mathematics learning. This study recommends socio-cultural learning models as an innovative way to strengthen 21st century mathematical literacy by associating cultural contexts, social practices, and meaningful mathematical understandings.
Development of an Interdisciplinary Literacy Instrument Integrating Mathematics, Science, and Arts Using a Construct-Centered Design Approach and Partial Credit Model: Analysis for Senior High School Alimuddin; Irmayanti Irmayanti; Ahmad Alwi; Khadijah
JTMT: Journal Tadris Matematika Vol 7 No 1 (2026): Volume 7, Issue 1, June 2026
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v7i1.4295

Abstract

The increasing emphasis on interdisciplinary literacy in STEAM-oriented education highlights the need for assessment instruments that can measure students’ ability to integrate mathematical, scientific, and artistic reasoning. This study aimed to develop and evaluate the quality of an interdisciplinary literacy assessment instrument for senior high school students using a Construct-Centered Design (CCD) framework and Item Response Theory (IRT) analysis. A quantitative pilot-study design was employed focusing on instrument development and psychometric evaluation. The participants were 10 Grade 10 senior high school students in South Sulawesi selected through purposive sampling who had completed instruction on systems of linear equations in two variables and trigonometry. The instrument consisted of five open-ended interdisciplinary tasks scored using a 0–4 polytomous rubric. Content validity was examined through expert judgment and quantified using Aiken’s V coefficient, while item characteristics were analyzed using the Generalized Partial Credit Model (GPCM) implemented in the R mirt package. The analysis included tests of unidimensionality, item parameter estimation, category functioning, reliability, and test information. The results showed that the instrument demonstrated very high content validity (average Aiken’s V = .93), measured a single dominant latent trait, and exhibited orderly functioning of the scoring categories. The empirical reliability coefficient was .926, indicating high measurement consistency. These findings suggest that the instrument is suitable for limited-scale implementation and has potential to support interdisciplinary literacy assessment within STEAM-oriented learning at the senior high school level.
Co-Authors AHMAD ALWI Alimuddin Fitriani Fitriani Muhammad Izzad Kaisar Suradi