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All Journal Room of Civil Society Development EDUTREND: Journal of Emerging Issues and Trends in Education Room of Civil Social Development
Nanang Khuzaini
Universitas Mercu Buana Yogyakarta, Bantul, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Joymath Cognitive Behavioral Intervention to Enhance Numeracy Literacy and Mathematical Resilience at At-Tanzil Learning Center: Intervensi Joymath Cognitive Behavioral dalam Peningkatan Literasi Numerasi dan Resiliensi Matematis di Sanggar Belajar At-Tanzil Nafida Hetty Marhaeni; Nanang Khuzaini; Lukman Jakfar Shodiq; Kholis Frendika
Room of Civil Society Development Vol. 5 No. 1 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.806

Abstract

Children of Indonesian migrant workers in Malaysia face dual challenges of limited access to formal education and low numeracy literacy, often compounded by severe math anxiety. This community service program aimed to enhance numeracy literacy and mathematical resilience through an integrative Joymath–Cognitive Behavioral Therapy (CBT) intervention in a non-formal education setting. The implementation adopted a Participatory Action Research (PAR) approach involving 25 students at Sanggar Belajar At-Tanzil, Selangor. The intervention was conducted in three stages: psychological conditioning to reduce baseline anxiety, concept exploration through joyful mathematics games, and cognitive restructuring to address negative self-talk. Program outcomes were assessed using participatory observation, indicators of student engagement, and analysis of students’ worksheets (LKPD). The findings showed promising effectiveness, marked by increased active participation, a shift in students’ self-narratives from helplessness to curiosity, and improved understanding of basic mathematical concepts. Beyond student outcomes, the program strengthened the partner learning center’s capacity by introducing a practical, context-sensitive instructional model that can be sustained in non-formal settings serving vulnerable learners.
Joymath Cognitive Behavioral Intervention to Enhance Numeracy Literacy and Mathematical Resilience at At-Tanzil Learning Center: Intervensi Joymath Cognitive Behavioral dalam Peningkatan Literasi Numerasi dan Resiliensi Matematis di Sanggar Belajar At-Tanzil Nafida Hetty Marhaeni; Nanang Khuzaini; Lukman Jakfar Shodiq; Kholis Frendika
Room of Civil Society Development Vol. 5 No. 1 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.806

Abstract

Children of Indonesian migrant workers in Malaysia face dual challenges of limited access to formal education and low numeracy literacy, often compounded by severe math anxiety. This community service program aimed to enhance numeracy literacy and mathematical resilience through an integrative Joymath–Cognitive Behavioral Therapy (CBT) intervention in a non-formal education setting. The implementation adopted a Participatory Action Research (PAR) approach involving 25 students at Sanggar Belajar At-Tanzil, Selangor. The intervention was conducted in three stages: psychological conditioning to reduce baseline anxiety, concept exploration through joyful mathematics games, and cognitive restructuring to address negative self-talk. Program outcomes were assessed using participatory observation, indicators of student engagement, and analysis of students’ worksheets (LKPD). The findings showed promising effectiveness, marked by increased active participation, a shift in students’ self-narratives from helplessness to curiosity, and improved understanding of basic mathematical concepts. Beyond student outcomes, the program strengthened the partner learning center’s capacity by introducing a practical, context-sensitive instructional model that can be sustained in non-formal settings serving vulnerable learners.
Examining the Effect of the Missouri Mathematics Project Learning Model on Junior High School Students’ Learning Motivation Rifqi Nuryahya; Nanang Khuzaini
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 1 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.858

Abstract

This study examines the effect of the Missouri Mathematics Project (MMP) learning model on the mathematics learning motivation of seventh-grade students at SMP Negeri 1 Sedayu. A quasi-experimental method with a nonequivalent control group design was employed. The participants consisted of two classes: class VII B as the experimental group implementing the MMP model and class VII D as the control group receiving conventional instruction, involving 31 and 32 students respectively. Students’ learning motivation was measured using a validated motivation questionnaire. Data were collected through pretest and posttest administrations and analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, paired sample t-test, and independent sample t-test at a 5% significance level. The results indicate that the Missouri Mathematics Project learning model did not produce a significant improvement in students’ learning motivation. The experimental group showed no significant motivational gain after the intervention, while the control group demonstrated a higher increase in learning motivation through conventional instruction. Differences in learning motivation between groups were influenced by students’ internal and external factors. These findings suggest that although the Missouri Mathematics Project effectively supports structured cognitive learning, it has not yet optimally addressed affective aspects such as learning motivation. Therefore, the integration of explicit motivational strategies is necessary to enhance students’ engagement in mathematics learning.  
Co-Authors Kholis Frendika Lukman Jakfar Shodiq Nafida Hetty Marhaeni Rifqi Nuryahya