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Empowering students’ numeracy skills: Mathematics teachers’ perceptions regarding the effectiveness and challenges of Indonesian national curriculum and the programs – A mixed method study Hidayah, Irma Rachmah; Sa'dijah, Cholis; Anwar, Lathiful; Yerizon, Yerizon; Arnawa, I Made
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p163-188

As the Indonesian National Curriculum (INC), the Merdeka curriculum was implemented in response to students' difficulties in comprehending and utilizing basic mathematics, contributing to low numeracy skills. This study investigated mathematics teachers' perceptions in Indonesia concerning the effectiveness of INC and the supporting programs, such as the National Assessment (NA) and Pancasila Student Profile (PSP), in improving students' numeracy skills. It also aimed to identify mathematics teachers' challenges in integrating numeracy skills into the curriculum and these programs. A mixed-method study with a sequential explanatory design was used to achieve this objective. The data collection was carried out through quantitative and qualitative approaches. Closed questionnaires were explicitly used for quantitative data, while open questionnaires and interviews were used for qualitative data. Inferential statistics were used to analyze the quantitative data and a thematic analysis for qualitative data. The quantitative results showed that most teachers positively perceived the effectiveness of INC and the programs in empowering students' numeracy skills. The implementation of INC and PSP significantly influenced the empowerment of numeracy skills. The qualitative analysis provided an in-depth exploration of teachers' perceptions and the challenges faced in promoting numeracy skills in implementing INC and the programs.

Gamifying Education: Evaluating the Role of 'Corner' Video Game in Improving Conceptual Understanding and Learning Interest Laswadi; Handican, Rhomiy; Arnawa, I Made; Asmar, Ali
Jurnal Edutech Undiksha Vol. 12 No. 2 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v12i2.75651

The need for innovative approaches in mathematics learning has become increasingly urgent to address the challenges of conceptual understanding and foster sustainable learning interest among students. This study aims to evaluate the effectiveness of the educational video game "Corner" in enhancing students' mathematical conceptual understanding and strengthening their interest in learning mathematics. The research employed a quasi-experimental method with a Non-equivalent (Pre-test and Post-test) Control Group Design. The instruments used included a mathematical conceptual understanding test and a mathematics learning interest questionnaire. Data were analyzed using independent sample t-tests and paired sample t-tests to compare the results between the experimental and control groups. The findings revealed that the use of the educational game "Corner" significantly improved students' mathematical conceptual understanding. Additionally, there was an increase in students' interest in learning mathematics, as indicated by significant differences between the pre-test and post-test results in the experimental group compared to the control group. These findings suggest that game-based educational media is not only effective in helping students grasp mathematical concepts but also motivates them to become more active and enthusiastic in learning mathematics. Therefore, the use of game-based learning media such as "Corner" can be adopted by educators as an effective strategy to improve the quality of mathematics education in schools.

Empowering students’ numeracy skills: Mathematics teachers’ perceptions regarding the effectiveness and challenges of Indonesian national curriculum and the programs – A mixed method study Hidayah, Irma Rachmah; Sa'dijah, Cholis; Anwar, Lathiful; Yerizon, Yerizon; Arnawa, I Made
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p163-188

As the Indonesian National Curriculum (INC), the Merdeka curriculum was implemented in response to students' difficulties in comprehending and utilizing basic mathematics, contributing to low numeracy skills. This study investigated mathematics teachers' perceptions in Indonesia concerning the effectiveness of INC and the supporting programs, such as the National Assessment (NA) and Pancasila Student Profile (PSP), in improving students' numeracy skills. It also aimed to identify mathematics teachers' challenges in integrating numeracy skills into the curriculum and these programs. A mixed-method study with a sequential explanatory design was used to achieve this objective. The data collection was carried out through quantitative and qualitative approaches. Closed questionnaires were explicitly used for quantitative data, while open questionnaires and interviews were used for qualitative data. Inferential statistics were used to analyze the quantitative data and a thematic analysis for qualitative data. The quantitative results showed that most teachers positively perceived the effectiveness of INC and the programs in empowering students' numeracy skills. The implementation of INC and PSP significantly influenced the empowerment of numeracy skills. The qualitative analysis provided an in-depth exploration of teachers' perceptions and the challenges faced in promoting numeracy skills in implementing INC and the programs.

Development Of Mathematics-Based Learning Media Problem-Based Android-Assisted Learning For Students Grade VIII Junior High School Bintang, As; Asmar, Ali; Arnawa, I Made; Musdi, Edwin
JETL (Journal of Education, Teaching and Learning) Vol 10 (2025): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i1.7048

This study aims to produce teaching materials based on the Adroid-assisted problem based learning model to improve students ' mathematical problem solving skills that are valid, practical, and effective. This is motivated by the low ability to solve mathematical problems of students from SMPN 15 and Madrasah students from previous research, as well as the lack of utilization of digital Learning media in the process of learning mathematics. The research procedure is guided by the design of Plomp development. The development Model studied by Plomp is the initial investigation phase, the development or prototyping phase, and the research phase. The population in this study is eighth grade students MTsN 1 Padang. Data collection instruments are in the form of initial investigation phase instruments with interview guidelines, student opinion questionnaires, student test sheets. Instrument for validity test. Instrument for practicality test. Instrument for effectiveness test. The results of this study showed the assessment of the material aspects by mathematics education by 86.67%, for linguists by 93.75%, and for educational technologists by 80%. Thus obtaining an average score of 86.81% with very valid criteria. Based on the results of the practical test of teaching materials by teachers and students get an average score of 86.78% with this score included in the criteria of very practical. The score obtained from the teacher's practicality test was 85% and the student's practicality test was 88.57%.

Developing adaptive digital book (ADB) in enhancing students’ numeracy literacy ability Yerizon, Yerizon; Arnellis, Arnellis; Suherman, Suherman; Arnawa, I Made; Sa'dijah, Cholis; Anwar, Lathiful
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p571-586

Numeracy literacy is essential for students to solve interrelated problems across various subjects. However, students' numeracy literacy skills remain low, necessitating innovative learning resources. This research focuses on designing an Adaptive Digital Book (ADB) that is claimed to be valid, practical, and effective in improving students' numeracy literacy. This study adopted a design research approach in the context of development studies, which included two main phases: the preliminary phase and the formative evaluation phase, which included self-evaluation, expert evaluation, and iterative evaluation (one-to-one, small group, and field test). Quantitative and qualitative data were gathered through assessment of numeracy literacy, interviews, and distributing questionnaires. Results showed that ADB is practical and effective in its validity as well as in meeting the requirements of students with different learning needs. The combination of multimedia elements like videos caters to visual and auditory learners, which helps improve their numeracy literacy skills.

Developing adaptive digital book (ADB) in enhancing students’ numeracy literacy ability Yerizon, Yerizon; Arnellis, Arnellis; Suherman, Suherman; Arnawa, I Made; Sa'dijah, Cholis; Anwar, Lathiful
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p571-586

Numeracy literacy is essential for students to solve interrelated problems across various subjects. However, students' numeracy literacy skills remain low, necessitating innovative learning resources. This research focuses on designing an Adaptive Digital Book (ADB) that is claimed to be valid, practical, and effective in improving students' numeracy literacy. This study adopted a design research approach in the context of development studies, which included two main phases: the preliminary phase and the formative evaluation phase, which included self-evaluation, expert evaluation, and iterative evaluation (one-to-one, small group, and field test). Quantitative and qualitative data were gathered through assessment of numeracy literacy, interviews, and distributing questionnaires. Results showed that ADB is practical and effective in its validity as well as in meeting the requirements of students with different learning needs. The combination of multimedia elements like videos caters to visual and auditory learners, which helps improve their numeracy literacy skills.

THE ETHNO MATHEMATICS INTEGRATED TEACHING MODULE TO INCREASE THE MATHEMATICAL PROBLEM SOLVING SKILLS Nurhadi, Muhammad; Yerizon, Yerizon; Arnawa, I Made; Yarman, Yarman; Arnellis, Arnellis
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.10986

A teaching module equipped with LKPD can actualize a more effective and fun learning process, also can increase the mathematical problem solving skills that should mastered by the students. However, from the data acquisition results there are still many students who have difficulties in solving and resolving the mathematical problems given. So, there need innovation in using teaching module equipped with ethno mathematic integrated LKPD which can assist to increase the mathematical problem solving skills of the students. This research aims to comparing the mathematical problem solving ability of VII grade junior high school students taught with ethno mathematic integrated teaching modules with students taught with conventional methods. This research is a quasy experiment and research design uses is randomized control group only design. The research population are whole grade seventh students of Al Madinah Islamic Boarding School which amounts are 115 people. The instrument uses is mathematical problem solving skills test. Based on the research results, the average score for experimental class students was 78,33 and the average score for control class students was 70,14. After testing the hypothesis with the t test, it is found that the ability to solve mathematical problems skills of those learning through teaching modules equipped with ethno mathematics integrated LKPD with problem based learning model are higher than the mathematical problem solving skills of those learning through conventional learning model.Modul ajar yang dilengkapi dengan LKPD dapat mewujudkan proses pembelajaran yang lebih efektif dan menyenangkan, serta dapat meningkatkan kemampuan pemecahan masalah matematis peserta didik yang harus dikuasai oleh peserta didik. Namun, dari hasil perolehan data yang didapatkan masih banyak peserta didik yang kesulitan dalam memecahkan dan menyelesaikan persoalan matematika yang diberikan. Sehingga, perlu adanya inovasi dalam penggunaan modul ajar disertai LKPD terintegrasi etnomatematika yang dapat membantu meningkatkan kemampuan pemecahan masalah peserta didik. Penelitian ini bertujuan untuk membandingkan kemampuan pemecahan masalah matematis peserta didik kelas VII SMP/MTs yang diajar dengan modul ajar terintegrasi etnomatematika dengan peserta didik yang diajar dengan metode konvensional. Penelitian ini merupakan penelitian quasy experiment dan rancangan penelitian yang digunakan adalah randomized control group only design. Populasi penelitian ini adalah seluruh peserta didik kelas VII SMP Al Madinah Islamic Boarding School yang berjumlah 115 orang. Instrumen yang digunakan berupa tes kemampuan pemecahan masalah matematis. Berdasarkan hasil penelitian diperoleh nilai rata-rata peserta didik kelas eksperimen dan nilai rata-rata peserta didik kelas kontrol . Setelah dilakukan uji hipotesis dengan uji t diperoleh bahwa kemampuan pemecahan masalah matematis yang belajar menggunakan modul ajar dilengkapi LKPD terintegrasi etnomatematika dengan model pembelajaran problem based learning lebih tinggi dari pada kemampuan pemecahan masalah matematis yang belajar menggunakan modul ajar dengan model pembelajaran konvensional.

PENGEMBANGAN LOCAL INSTRUCTIONAL THEORY TOPIK SEGIEMPAT BERBASIS RME UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS Zulfah, Endah; Fauzan, Ahmad; Arnawa, I Made
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.10285

Siswa kesulitan dalam memecahkan masalah karena mereka jarang terlibat dalam pembelajaran yang realistik. Dalam rangka membantu siswa kelas VII meningkatkan kemampuan pemecahan masalah matematis, penelitian ini bertujuan untuk menetapkan local instructional theory bertema segiempat yang berbasis rme untuk meningkatkan kemampuan pemecahan masalah matematis dan memenuhi kriteria valid, praktis serta efektif. Tiga teori fase penelitian yaitu fase penelitian pendahuluan (preliminary research/preparing for the experiment), fase pengembangan (development or prototyping phase/design experiment) dan fase penilaian (assessment phase/retrospective analysis) dikombinasikan oleh Gravemeijer & Cobb dalam penelitian ini. Penelitian pengembangan ini menggunakan model kuantitatif untuk mengambil data angket, dan tes akhir. Model kualitatif untuk mengambil data observasi, wawancara, dan catatan lapangan. Dengan kategori valid dan sangat valid, local instructional theory yang dikembangkan penelitian ini mempunyai temuan validasi 3,45, buku instruktur 3,58, dan buku siswa 3,56. Untuk tahap one on one, small group, dan field test, kepraktisan buku siswa masing-masing sebesar 81,7%, 83,3%, dan 87,7%. Sementara, rata-rata kepraktisan buku guru 88,3%. Hasil uji lapangan kemampuan pemecahan masalah dan evaluasi kelompok kecil sebesar 80,96 dan 81,04 dengan kriteria sangat efektif. Presentase ini menunjukkan bahwa local instructional theory yang dihasilkan valid, praktis dan efektif dalam meningkatkan kapasitas siswa untuk memecahkan masalah matematika.Students have difficulty solving problems because they are rarely involved in realistic learning. In order to help class VII students improve their mathematical problem solving abilities, this research aims to establish a local instructional theory with a rectangular theme which is based on realistic mathematics education and meets the criteria of being valid, practical and effective. Three research phase theories, namely the preliminary research phase (preliminary research/preparing for the experiment), the development phase (development or prototyping phase/design experiment) and the assessment phase (assessment phase/retrospective analysis) were combined by Gravemeijer & Cobb in this research. This development research uses a quantitative model to collect questionnaire data, and final test data. Qualitative model to collect observation, interview, and field notes. With valid and very valid categories, the local instructional theory developed by this research has validation findings of 3.45, the instructor's book 3.58, and the student's book 3.56. For the one on one, small group, and field test stages, the practicality of student books was 81.7%, 83.3%, and 87.7% respectively. Meanwhile, the average practicality of teacher books is 88.3%. The results of the field test of problem solving abilities and small group evaluation were 80.96 and 81.04 with very effective criteria. This percentage shows that the local instructional theory produced is valid, practical and effective in increasing students' capacity to solve mathematical problems.

Hypothetical learning trajectory trigonometry based on problem-based learning with Jambi Malay ethnomathematics nuances Hamdani, Vikri; Armiati, Armiati; Arnawa, I Made; Jamaan, Elita Zusti
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i2.17232

Background: Trigonometry is a challenging subject for many high school students. Incorporating cultural relevance, such as Jambi Malay ethnomathematics, into teaching can be a way to facilitate understanding. This study focuses on developing a hypothetical learning trajectory (HLT) tailored to Class X high school students on the topic of trigonometry.Aim: The primary goal of this research is to create a valid, practical, and effective HLT for trigonometry based on problem-based learning, integrating the nuances of Jambi Malay culture.Method: This study employed a combination of two design research models: the Plomp model and the Gravemeijer and Cobb model. The research was conducted in three stages: 1) initial investigation, 2) product development, and 3) assessment. Expert validation and practical testing were carried out to assess the quality of the HLT.Result: Validation by experts indicated that the developed HLT achieved a score of 3.69, falling into the "very valid" category. Practicality testing revealed a score of 80.14, categorizing it as practical. Moreover, the HLT proved effective in enhancing students' mathematical communication skills.Conclusion: The developed Trigonometry HLT based on problem-based learning and integrated with Jambi Malay ethnomathematics is valid, practical, and effective. It not only adheres to quality benchmarks but also significantly improves students' mathematical communication abilities. Therefore, it fulfills the criteria for being a suitable and effective teaching approach.

Integrating Scientific Inquiry in Mathematics Education: Development of a Problem-Based Learning Module to Enhance Mathematical Literacy in Vocational High School Students Selvia, Ayu; Arnawa, I Made; Arnellis; Yarman
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12565

This study aimed to develop a valid, practical, and effective Problem-Based Learning (PBL) mathematics teaching module integrated with scientific inquiry to enhance mathematical literacy among Grade X vocational high school students in a Computer and Network Engineering program. The development followed the Plomp model, comprising preliminary research, prototyping, and assessment phases. Data were collected through expert validation, student and teacher response questionnaires, observations, and pre- and post-tests. The module was validated by experts with an average score of 3.607 (very valid), while the student worksheets scored 3.582 (very valid). Practicality was confirmed with a 88.33% score from teachers and 88.40% from students, both categorized as very practical. The module significantly improved students’ mathematical literacy, with an average post-test score of 82.66, reflecting gains in formulating, employing, and interpreting mathematical solutions within real-world vocational contexts. Findings indicate that the integration of scientific inquiry into PBL fosters deeper engagement and strengthens problem-solving skills.

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