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All Journal Jurnal Riset Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika E-Dimas: Jurnal Pengabdian kepada Masyarakat MaPan : Jurnal Matematika dan Pembelajaran Numeracy : Jurnal Ilmiah Pendidikan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Unram Journal of Community Service (UJCS) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jumper : Journal of Educational Multidisciplinary Research Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Firmansyah B
Universitas Islam Negeri Alauddin Makassar
Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Enhancing Mathematical Literacy: Evaluating the Effectiveness of the ELPSA Framework in Mathematics Classrooms Firmansyah B; Gradini, Ega; Husna, Nadiatul
Jurnal Riset Pendidikan Matematika Vol. 12 No. 1 (2025): May 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i1.73108

Abstract

This study aimed to investigate the effectiveness of the ELPSA Framework in enhancing the mathematical literacy skills of seventh-graders at SMP IT Cendekia Takengon. The research employed a quantitative approach using an experimental design. Data were collected through tests and analyzed using an independent sample t-test. The findings revealed a significant improvement in mathematical literacy skills among students in the experimental group compared to those in the control group. This improvement was evident in the N-Gain test results, indicating that 35% of the students in the experimental group achieved a high level of mathematical literacy, while 65% attained a moderate level, with an average Gain of 0.68, categorized as moderate. Moreover, the post-intervention assessment of mathematical literacy skills in the experimental group revealed that prior to ELPSA implementation, student's mathematical literacy indicated a concentration at First Level proficiency, with a smaller portion reaching Second Level. Following the introduction of the ELPSA framework, a positive shift was observed. The number of students at First Level decreased to only six, 16 students achieved Second Level, four demonstrated Third Level proficiency, six reached fourth Level, and two students achieved Fifth Level proficiency. However, none of students able to reach the Sixth level. The hypothesis test results indicated that the null hypothesis (H0) was rejected, confirming a significant difference in the improvement of mathematical literacy skills between students taught using the ELPSA Framework and those instructed using conventional teaching approaches employed by the school's teachers.
Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices Gradini, Ega; Firmansyah B, Firmansyah B; Noviani, Julia; Ulya, Khairatul
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15099

Abstract

Despite increasing emphasis on Higher-Order Thinking Skills (HOTS) in mathematics curricula, classroom implementation remains limited and inconsistent. This qualitative study explored HOTS implementation in mathematics education, aimed to (1) identify effective instructional strategies for fostering HOTS, (2) examine teacher’ challenges, and (3) analyze classroom practices. The study involved 25 stratified junior high school mathematics teachers, with data collected over one academic year through semi-structured interviews, classroom observations, and document analysis. Thematic analysis followed Braun and Clarke’s six-phase framework.. The study highlights that an integrated instructional framework combining inquiry-based learning, collaborative practices, progressive learning support tailored to student needs, and technology significantly enhances higher-order thinking in mathematics. It demonstrates that aligning teacher beliefs, professional development, and systemic curricular support not only validates but also strengthens effective pedagogy for meeting the contemporary demands of critical thinking and problem-solving. Implementation is hindered by misalignment between curriculum goals and classroom realities, assessment practices, and theoretical professional development. Mathematics classrooms are progressively shifting toward critical problem-solving approaches, with teachers integrating analysis, evaluation, and creative tasks. Students demonstrate greater engagement with authentic tasks that connect to real-world contexts. These findings support the redesign of professional development programs and curriculum planning to enhance HOTS implementation in mathematics education.
Pemanfaatan Kopi sebagai Media Pembelajaran Matematika: Pendampingan Guru SD/MI di Kabupaten Aceh Tengah Umar, Ali; B, Firmansyah
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 16, No 2 (2025): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v16i2.21032

Abstract

Salah satu penyebab kesulitan dalam pengajaran matematika pada tingkat sekolah dasar adalah terbatasnya media pembelajaran yang tersedia. Padahal, banyak potensi di lingkungan sekitar yang dapat dikembangkan sebagai media pembelajaran matematika, seperti kopi yang merupakan komoditas utama di Kabupaten Aceh Tengah. Kegiatan ini bertujuan untuk membekali para mitra dampingan, yakni guru-guru SD, dengan kemampuan mengembangkan media pembelajaran berbasis kopi atau lingkungan sekitar, sesuai dengan implementasi Kurikulum Merdeka. Metode yang digunakan adalah Service-Learning. Mitra dampingan adalah 25 orang guru SD anggota PGRI Kabupaten Aceh Tengah, dan seluruh kegiatan berlangsung dari Agustus 2024 hingga Oktober 2024. Hasil dari kegiatan pendampingan ini menunjukkan peningkatan pemahaman peserta terhadap implementasi Kurikulum Merdeka, keterampilan dalam menyusun Alur Tujuan Pembelajaran (ATP), serta kemampuan menyusun modul pembelajaran dengan menggunakan media dari kopi atau lingkungan sekitar, dan mempraktikkannya dalam bentuk kegiatan pembelajaran dengan rekan sejawat. Selain itu, melalui kegiatan Pengabdian Kepada Masyarakat (PKM) ini telah terjalin kerja sama antara Fakultas Tarbiyah IAIN Takengon dan PGRI Kabupaten Aceh Tengah, yang dituangkan dalam nota kesepahaman sebagai dasar dalam melaksanakan kegiatan secara bersama-sama terutama dalam bentuk Tridharma Perguruan Tinggi.
Co-Authors Aida Fitri Ali Umar Bettri Yustinaningrum Edy Saputra Ega Gradini Ega Gradini Ega Gradini Ega Gradini Ega Gradini Ega Gradini Ega Gradini Elfi Rahmadhani Evanirosa husna, nadiatul Julia Noviani Julia Noviani Meri Mailinda Noviani, Julia Nur Ainun Lubis Nurjani Nurliani, Reni Rahmadhani, Elfi Rais, Muhammad Rijali Septia Wahyuni Ulya, Khairatul Umar, Ali Winardi Winardi Yusuf Effendi