Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Indonesian journal of teaching and learning Jurnal Tadris Matematika
Siti Nurfadillah
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Education Languange, Linguistic, Communication & Media Mathematics Other

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

Found 2 Documents
Search

 1 
Mapping the Intellectual Landscape of Mathematical Literacy in Mathematics Education: Thematic Evolution, Collaboration Networks, and Emerging Research Frontiers Siti Nurfadillah; Arif Abdul Haqq; Ebenezer Bonyah
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2399

Abstract

Purpose – Mathematical literacy has expanded beyond its traditional association with large-scale assessment toward a broader domain encompassing pedagogical, technological, and contextual dimensions. This study maps the development, collaboration structure, thematic evolution, underexplored areas, and emerging research frontiers of mathematical literacy research in mathematics education. Methodology – A systematic literature review integrated with bibliometric analysis was conducted using 281 English-language journal articles indexed in Scopus and published between 2016 and March 2026. Following systematic screening procedures, publication trends and geographical distribution were examined alongside co-authorship, keyword co-occurrence, Total Link Strength, overlay and density visualization, and bibliographic coupling using VOSviewer. Findings – The field shows accelerated publication growth, with the United States and Indonesia as the leading contributors, although international and author collaboration remains uneven and fragmented. Six thematic clusters reveal diversification from assessment-oriented foundations toward pedagogy, digital technology, teacher education, STEM, numeracy, and broader quantitative literacy contexts. Ethnomathematics, gender, early childhood education, and several digital and contextual intersections remain comparatively underexplored. Novelty – This study integrates collaborative, intellectual, temporal, and bibliographic structures to demonstrate that mathematical literacy research is undergoing simultaneous quantitative expansion and intellectual reorganization, rather than merely increasing in publication volume. Significance – The findings provide researchers, mathematics educators, and policymakers with an evidence-based map for strengthening cross-context collaboration, connecting fragmented research themes, and developing culturally responsive, technology-supported, and context-sensitive mathematical literacy research.
Analisis kemampuan pemecahan masalah siswa SMP pada soal literasi matematika berdasarkan tahapan Polya Siti Nurfadillah; Miftakhul Jannah; Hendri Handoko
Jurnal Tadris Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2026.9.1.111-122

Abstract

Problem-solving ability is a crucial competency in mathematical literacy that equips students with logical and systematic thinking. However, in-depth studies examining problem-solving processes based on Polya's steps among students with different mathematical ability levels remain scarce. This study analyzes junior high school students' mathematical problem-solving abilities on mathematical literacy tasks using Polya's procedures, reviewed by mathematical ability categories. A descriptive qualitative approach involved six eighth-grade students from SMP Negeri 2 Palimanan, selected through purposive sampling and grouped into high, medium, and low abilities. Data were collected through essay tests, semi-structured interviews, and documentation, then analyzed using reduction, presentation, and conclusion drawing. Results revealed that high-ability students completed all Polya's steps comprehensively; medium-ability students understood problems and applied solutions but were less consistent in strategies and conclusions; low-ability students struggled to devise and implement plans, leading to incomplete solutions. These findings affirm that mathematical mastery significantly influences problem-solving, thus instruction should strengthen basic concepts and habituate systematic Polya steps.
Co-Authors Arif Abdul Haqq Ebenezer Bonyah HANDOKO, HENDRI Miftakhul Jannah