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All Journal JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) KALAMATIKA Jurnal Pendidikan Matematika JMPM: Jurnal Matematika dan Pendidikan Matematika Indonesian Journal of Science and Mathematics Education AXIOM : Jurnal Pendidikan dan Matematika Teorema: Teori dan Riset Matematika Prima: Jurnal Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika PAKAR Pendidikan Southeast Asian Mathematics Education Journal Jurnal Abdimas Sang Buana Geomath Wilangan : Jurnal Inovasi dan Riset Pendidikan Matematika SJME (Supremum Journal of Mathematics Education) Jurnal Komunikasi
Syahrul Anwar
La Tansa Mashiro University
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Analyzing cultural disparities and gender in science literacy and numeracy among senior high school students in Sundaland, Indonesia Yulianto, Dwi; Situmeang, Muhamad Sukri; Junaedi, Yusup; Anwar, Syahrul; Umami, Moh Rizal
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i1.26787

Abstract

Gender and cultural disparities remain pressing challenges in STEM education across Indonesia’s multi-ethnic regions, particularly in Sundaland, where variations in school accreditation, infrastructure readiness, and mother-tongue use stratify learning opportunities. This study examines differences in scientific literacy and numeracy, focusing on the roles of ethnicity, Socioeconomic Status (SES), and mother-tongue use, while also exploring their interactions with gender and school-level conditions. A quantitative survey design using Hierarchical Linear Modeling (HLM) was applied to capture both student- and school-level variations. Data were collected through literacy tests, questionnaires, and interviews from a stratified sample categorized by accreditation, gender, and SES. The results show that Javanese students achieved the highest scores, while Balinese students obtained the lowest in both competencies, largely reflecting differences in infrastructure and technological support. Male students outperformed in numeracy, whereas females excelled in scientific literacy. Mother-tongue use enhanced conceptual understanding, particularly among Batak and Minangkabau students with strong learning traditions. The implications of this research emphasize the need for inclusive and culturally responsive STEM education policies, which can be achieved by strengthening multilingual education, adopting ethnomathematics approaches, and equalizing school quality to reduce the gap in science literacy and numeracy.
PENGARUH MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA Tiana Octaviani; Syahrul Anwar, Yusuf Junaedi
Jurnal Komunikasi Vol. 2 No. 9 (2025): Jurnal Komunikasi
Publisher : ADISAM PUBLISHER

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Abstract

This study aims to determine the effect of Team Ganes Tournament (TGT) learning model on students' mathematical communication skills, as well as to identify differences in mathematical communication skills between students taught usingTeam Ganes Tournament (TGT) learning model and students taught without usingTeam Ganes Tournament (TGT) learning model. This research was conducted at La Tansa 2 Junior High School. The research method used was true experimental with pretest-posttestcontrol group design. The research sample consisted of 30 students in the experimental class and 30 students in the control class selected using simple random sampling technique. The instrument used was a description test of 5 questions. The results of this analysis using simple linear regression showed a significance of 0.008, which means there is a significant effect. In addition, the result of t-test with Independent Sample T-Test shows a significance of 0.000, which is smaller than 0.05, so H₀ is rejected and H₁ is accepted. This indicates that there is a significant difference in mathematical communication skills between students taught using theTeam Ganes Tournament (TGT) learning model and students taught using conventional learning
The influence of project-based mathematics learning on 21st century skills (4C's) considering students' learning styles and teachers' instructional methods Dwi Yulianto; Moh. Rizal Umami; Syahrul Anwar; Egi Adha Juniawan; Yusup Junaedi
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.19787

Abstract

This study aims to evaluate the impact of project-based learning (PjBL) in mathematics on the development of 21st-century skills, including critical thinking, communication, collaboration, and creativity. These skills are essential for preparing students to face the challenges of the modern era. However, traditional teaching methods often prove inadequate for optimizing these skills. Utilizing a 3×4 quasi-experimental factorial design, this study involved 90 students, proportionally selected from a population of 872 through random sampling. Data were collected using a learning style questionnaire, observations of teacher instructional methods, and a written test to measure 21st-century skills. Data were analyzed using tests for normality and two-way ANOVA. The results demonstrated that the PjBL approach significantly enhanced students' 21st-century skills (4Cs: Critical Thinking, Collaboration, Communication, Creativity), particularly for those with a kinesthetic learning style and when employing technology-based teaching methods. The interaction between PjBL, students' learning styles, and teachers' instructional methods was found to be effective in fostering the development of these skills, especially in the areas of creativity and problem-solving. This research underscores the importance of innovative approaches in mathematics education to support the development of 21st-century skills.
Co-Authors Aan Subhan Pamungkas Anwar Mutaqin Dwi Yulianto Dwi Yulianto Dwi Yulianto Egi Adha Juniawan Heni Pujiastuti Juniawan, Egi Adha Moh. Rizal Umami Moh. Rizal Umami nita puspitasari Pancatama, Yogi Qiswatun Mukhoyyaroh Rizal Umami, Moh. Siti Maryam situmeang, muhamad sukri Tiana Octaviani Umami, Moh. Rizal Yugi Hilmi Yusup Junaedi Zakaria, Muahor