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All Journal Journal of Advanced Sciences and Mathematics Education
Nur Asrawati
STKIP YPUP Makassar, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Linking mathematical literacy to teaching competence through creative thinking: evidence from prospective mathematics teachers Nur Asrawati; Andi Tenriawaru; Sirwanti; Muhammad Nurhusain
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1516

Abstract

Background: Teaching competence among prospective mathematics teachers requires not only mathematical understanding but also the ability to transform such knowledge into flexible and context-responsive pedagogical decisions. Creative thinking may provide a critical pathway connecting mathematical literacy with teaching competence. Aims: This study investigated the mediating role of creative thinking in the relationship between mathematical literacy and teaching competence among prospective mathematics teachers. Method: An explanatory cross-sectional survey involved 149 sixth-semester prospective mathematics teachers. Data were collected through five-point Likert-scale measures and analyzed using partial least squares structural equation modeling (PLS-SEM) with 3,000 bootstrap resamples. Results: Mathematical literacy was strongly associated with creative thinking (β = 0.907, p < .001), which was significantly associated with teaching competence (β = 0.762, p < .001). The direct relationship between mathematical literacy and teaching competence was nonsignificant (β = 0.178, p = .077), whereas the indirect relationship through creative thinking was significant (β = 0.691, 95% CI [0.523, 0.851]). The model demonstrated substantial explanatory and predictive capacity (R² = 0.823–0.858; Q² > .80; SRMR = 0.052). Conclusion: Creative thinking represents an important statistical pathway linking mathematical literacy with teaching competence. Given the cross-sectional and self-reported data, these findings indicate predictive associations rather than causal relationships.
Realistic mathematics education and wordwall to enhance students’ mathematics learning motivation Sirwanti; Naimah; Nur Asrawati; Nurmala R; Muhammad ikram
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1523

Abstract

Background: Mathematics learning motivation among junior high school students remains low due to procedural, decontextualized instruction that fails to connect mathematical concepts to students' real-life experiences, as observed in several junior high schools in Central Indonesia. Purpose: This study examines the effects of Realistic Mathematics Education assisted by Wordwall, Realistic Mathematics Education without Wordwall, and conventional instruction on students' motivation to learn mathematics. It further examines the potential contribution of context-based instructional design reinforced by digital media to motivational outcomes. Methods: A quantitative quasi-experimental design was employed involving three intact classes: an experimental class implementing RME with Wordwall, an experimental class implementing RME without Wordwall, and a control class receiving instruction without RME reinforcement. Students’ mathematics learning motivation was measured using a validated questionnaire, and the data were analyzed descriptively and inferentially using independent samples t-tests to compare motivation levels across groups. Result: The findings indicate significant differences in mathematics learning motivation between the experimental and control groups. Both classes exposed to RME-based instruction demonstrated higher motivation than the control class, with the class using RME reinforced by Wordwall showing the highest levels of motivation, suggesting that the integration of digital game-based media further enhances student engagement. Conclusion: The findings indicate that context-based RME reinforced with Wordwall was associated with higher mathematics learning motivation than conventional instruction among the junior high school students examined, suggesting a potential contribution of instructional design quality to students' motivational engagement.
Co-Authors Andi Tenriawaru Muhammad Ikram Muhammad Nurhusain Naimah Nurmala R Sirwanti