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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Edukasia: Jurnal Pendidikan dan Pembelajaran Progressive of Cognitive and Ability MATHEdunesa Indonesian Journal of Mathematics Education Jejak digital: Jurnal Ilmiah Multidisiplin Advances in Tourism Studies SJME (Supremum Journal of Mathematics Education)
Masriyah
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Menilai Kualitas Tugas Matematika Buatan Guru SMP dengan Stimulus Soal Berbasis Literasi dan Numerasi yang Menumbuhkan Berpikir Kritis Siswa Ismail; Siswono, Tatag Yuli Eko; Masriyah; Abadi
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p72-80

Abstract

Questions that encourage students to construct meaning and build mental connections tend to foster critical thinking skills. Previous research on junior high school mathematics teachers shows that, in reality, teachers often have not been successful in teaching students to think critically; instead, they focus more on teaching the subject matter content alone. The problem concerns how to improve the quality of mathematics tasks designed by junior high school mathematics teachers in Pasuruan Regency, and whether the tasks developed by teachers have already fostered students’ critical thinking skills. One effort that teachers can undertake is to use literacy- and numeracy-based problem stimuli in the tasks given to students. However, the development of literacy- and numeracy-based questions that can enhance critical thinking skills has not yet been well mastered by mathematics teachers. Therefore, they need to engage in direct, interactive activities with experts in mathematics education, particularly in the field of critical thinking. Through the workshop on critical thinking–oriented learning for junior high school mathematics teachers in Pasuruan Regency, it is expected that teachers will be able to design literacy- and numeracy-based problem stimuli to be used in critical thinking–oriented mathematics instruction at the junior high school level. The results of the teacher mentoring activities in designing mathematics tasks with literacy- and numeracy-based problem stimuli for critical thinking–oriented mathematics learning at the junior high school level are as follows: 16 out of 19 participants (84%) produced stimuli that were well designed based on literacy and numeracy, containing sufficient information to develop questions that trigger students’ critical thinking skills; 2 out of 19 participants (10.5%) produced stimuli that were fairly well designed based on literacy and numeracy, containing limited information to develop questions that stimulate students’ critical thinking skills; and 1 out of 19 participants (5%) produced stimuli that were poorly designed based on literacy and numeracy, containing no information that could develop questions to stimulate students’ critical thinking skills. Based on the questionnaire results, 53.8% of participants strongly agreed and 46.2% agreed that the workshop materials could be easily understood and applied; 76.9% strongly agreed and 23.1% agreed that the workshop materials were delivered in a well-structured and systematic manner; 84.8% strongly agreed and 15.4% agreed that the resource person mastered the material presented; 61.5% strongly agreed and 38.5% agreed that the resource person presented the material clearly and sequentially; 69.2% strongly agreed and 30.8% agreed that the answers provided by the resource person to participants’ questions were very clear; and 38.5% strongly agreed, 46.2% agreed, while only 15.4% disagreed that the duration of the training was appropriate.
A Phenomenological Study of Pre-service Teachers’ Readiness in Integrating Digital Literacy for Mathematics Assessment Hanifah, Umi; Masriyah; Sari, Ayu Silvi Lisvian; Saadah, Nurus; Cahyani, Jessica Dwi Nur
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p90-102

Abstract

Digital literacy has become an essential competence for mathematics educators, particularly in the domain of assessment. This study aims to explore the lived experiences and readiness of pre-service mathematics teachers in integrating digital literacy into mathematics assessment practices. The research employed a transcendental phenomenological approach to capture the essence of participants’ experiences in designing and implementing digital-based assessments. The participants consisted of six final-year pre-service mathematics teachers from two Indonesian universities who had experience developing digital assessment tasks during their teaching practice. Data were collected through semi-structured interviews, classroom observations, and analysis of digital assessment artifacts, including GeoGebra-based activities and Quizizz assessments. The data were analyzed using a phenomenological reduction process involving epoché, horizonalization, clustering of meaning units, and synthesis of the essence of the phenomenon. The findings reveal that although pre-service teachers demonstrate strong operational skills in using digital tools, their readiness to design meaningful digital mathematics assessments varies. Three main themes emerged from the analysis: technological fluency, pedagogical considerations in digital assessment design, and alignment between digital tools and assessment rubrics. The results indicate that readiness to integrate digital literacy in mathematics assessment involves not only technical competence but also the integration of pedagogical reasoning and assessment literacy. These findings highlight the importance of integrating digital assessment training within teacher education programs to better prepare future mathematics teachers for technology-supported assessment practices.
Co-Authors Abadi Abd. Wafi Abdul Hafidz Abdul Haris Rosyidi Arif, Ahmad Bachtiar Auliaul Haque Cahyani, Jessica Dwi Nur ENDAH BUDI RAHAJU Firda Hariyanti Galih Kurniadi Ismail Jayanti Putri Purwaningrum Kurnia, ⁠Lusi Malau, Grace Carolina Mega Teguh Budiarto Mulyani, Adela Pamjuji, Dian Dhany Rini Setianingsih Rizqullah, Muhammad Rizal Saadah, Nurus Sari, Ayu Silvi Lisvian Shofrian Rendiaji Siti Fatima Syafiul Muzid Tatag Yuli Eko Siswono Umi Hanifah Utama, Dikey Putra Yurizka Melia Sari Zarkas, Ilham Azmi