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All Journal Jounal of Education and Teaching (JET) Inovasi Matematika (Inomatika)
Iwan Junaedi
Mathematics Education, Universitas Negeri Semarang, Indonesia
Education Mathematics

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Mathematical Literacy: A Comparative Analysis of School Mathematics Curricula in Indonesia, Singapore, and China Sumliyah Sumliyah; Iwan Junaedi; Mulyono Mulyono
Jurnal Inovasi Matematika Vol. 7 No. 1 (2025): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v7i1.488

Abstract

Mathematical literacy is one of the key competencies emphasized in mathematics education. This study aims to describe the development of mathematical literacy within the mathematics curricula of Indonesia, Singapore, and China. The research employs a Systematic Literature Review (SLR) method, supported by content analysis. The findings of this study reveal the following: (1) The mathematics curriculum in Indonesia is highly optimized, with mathematical literacy integrated into the curriculum and learning outcomes tailored to the characteristics of mathematics as a subject (including content and process elements). Singapore constructs mathematical literacy competencies through the establishment of a mathematics curriculum framework that includes concepts, skills, processes, metacognition, and attitudes. Meanwhile, China focuses on improving mathematical literacy by emphasizing problem-solving skills to develop ideas represented as mathematical literacy competencies. (2) The Program for International Student Assessment (PISA) 2022 results indicate Indonesia ranks 70th, Singapore ranks first, and China is divided into several regions, ranking second (Macau), third (Chinese Taipei), and fourth (Hong Kong) out of 80 participating countries. Keywords: Mathematical Literacy, Systematic Literature Review (SLR), Content Analysis, Proportion
Polya–Van Hiele Integration Hierarchical Model in Students' Geometric Thinking Processes Venissa Dian Mawarsari; Martyana Prihaswati; Eko Andy Purnomo; YL Sukestiyarno; Scolastika Mariani; Iwan Junaedi
Journal of Education and Teaching (JET) Vol 7 No 3 (2026): September 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i3.944

Abstract

This research aims to develop the Polya–Van Hiele Integrated Hierarchical Model to describe students' geometric thinking processes in solving geometry problems. This study uses a qualitative approach with a case study design. The research subjects were selected based on the level of geometric thinking ability in the students. Data was collected through geometric thinking tests and in-depth interviews, then analyzed using qualitative descriptive methods. The results of the study show that students' geometric thinking processes develop progressively and are in harmony with the stages of Polya problem-solving, namely understanding problems, making plans, executing plans, and looking back. At the planning stage, students demonstrate skills at the level of visualization and analysis. Furthermore, at the stage of planning implementation, geometric thinking develops towards the level of informal deduction, formal deduction, and precision. At the level of rigor, students are able to provide valid mathematical justifications, compare, and generalize geometric concepts. This research resulted in the Polya-Van Hiele Integrated Hierarchical Model, which shows that the development of geometric thinking is embedded in the process of solving mathematical problems. 
Co-Authors Eko Andy Purnomo Martyana Prihaswati Mulyono Mulyono Scolastika Mariani Sumliyah Sumliyah Venissa Dian Mawarsari YL Sukestiyarno