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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika JME (Journal of Mathematics Education) Issues in Mathematics Educations (IMED)
Meiliati, Rafika
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Education Mathematics

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Analysis of Junior High School Students' Numeracy Literacy with Various Levels of Mathematical Curiosity Husain, Dayana Sabila; Salido, Achmad; Aswin, Aswin; Meiliati, Rafika
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 9 No 2 (2025): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 9 Nomor 2 Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v9i2.3928

Abstract

Numerical literacy is an essential competency in education, yet the results of the 2022 Programme for International Student Assessment (PISA) indicate that most Indonesian students still have low numerical literacy skills. One factor suspected to contribute to this issue is mathematical curiosity. This study aims to analyze students' numeracy literacy skills based on their levels of mathematical curiosity. A descriptive qualitative approach was employed, with research subjects selected through purposive sampling at a junior high school in Kolaka Regency, Southeast Sulawesi. Data were collected through a mathematical curiosity questionnaire and an open-ended numeracy literacy test. The data analysis process involved reduction, presentation, and conclusion drawing. The results indicate that students with a high level of mathematical curiosity exhibit better numeracy literacy skills than those with moderate or low curiosity. They can explore information in depth, recognize patterns, and apply appropriate strategies to solve problems. Students with moderate curiosity demonstrate a good understanding of numeracy but require further encouragement to present a more comprehensive problem-solving process. Meanwhile, students with low curiosity tend to be less engaged in problem exploration and in providing thorough solutions. These findings reinforce the significant role of curiosity in strengthening numeracy literacy.
Pengaruh Motivasi Belajar, Self Efficacy, dan Self Regulated Learning Terhadap Hasil Belajar Matematika Meiliati, Rafika; Darwis, Muhammad; Asdar
Issues in Mathematics Education (IMED) Vol. 2 No. 1 (2018): Volume 2 Nomor 1 Tahun 2018
Publisher : Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed.v2i1.7611

Abstract

This research is an expo facto research which airms to find out the influence of Learning Motivation, Self Efficacy, Self Regulated Learning to Student Learning Outcones of Mathematics GradeXI IPA Senior High School in Enrekang Regency. The population in this research is the student of grade XI IPA Senior High School in Enrekang Regency academic. The sample of this research is 120 student which is taken by using stratified random proportional sampling technique. The data were collected by using four instruments. Data were analyzed by using descriptive statistica and path analysis. Data management is done with the help of SPSS statistical program. The result of the shows that: (1) student’s learning motivation is in low category, (2) self efficacy and self regulated learning of student is in high category, (3) result of studemt’s mathematics learning is in medium category, (5) student’s learning motivation directly have a significant positive effect to self regulated learning, (6) self efficacy of student directly have a significant positive effect on self regulated learning, (7) student’s learning motivation directly has no significant positive effect on result, (8) self efficacy of student directly have a significant negative effect on mathematics learning outcomes, (9) self regulated learning student directly have a significant positive effect on mathematics learning.
EXPLORATION OF STUDENT’S MATHEMATICAL CONNECTION ABILITY BASED ON LEARNING MOTIVATION Meiliati, Rafika; Salido, Achmad; aswin, aswin; Husain, Dayana Sabila
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2521

Abstract

This study aimed to explore and explain students’ mathematical connection abilities based on their levels of learning motivation. A qualitative investigative approach involved junior high school students categorized into three motivation levels: high, moderate, and low. Data were collected through a learning motivation questionnaire and problem-solving tasks to assess students’ mathematical connection skills. The results revealed that highly motivated students demonstrated the strongest abilities, characterized by their capacity to connect various mathematical concepts, effectively use visual representations, and apply concepts in real-life and interdisciplinary contexts. In contrast, moderately motivated students tended to rely on basic procedures without developing a comprehensive conceptual understanding, while students with low motivation struggled to comprehend and relate concepts, often copying information without formulating appropriate solution strategies. These findings highlight the critical role of learning motivation in fostering mathematical connection skills. Therefore, implementing instructional strategies that enhance student motivation—such as problem-based and contextual learning approaches—is essential for promoting more profound understanding and stronger mathematical connections.
Co-Authors Asdar Aswin Aswin Husain, Dayana Sabila Salido, Achmad Wiwik Handayani