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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika)
Erni Puji Astuti
Universitas Muhammadiyah Purworejo
Education Mathematics

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Analysis of Numeracy Skills in Solving Contextual Problems in Madrasah Aliyah Students Sugiman; Erni Puji Astuti; Siti Nurhidayati
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026): Article in Press
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.23039

Abstract

Perkembangan era digital dan tantangan global menuntut siswa memiliki kemampuan numerasi yang mencakup kemampuan memahami, menganalisis, dan menafsirkan informasi kuantitatif dalam konteks kehidupan nyata. Penelitian ini bertujuan untuk menganalisis kemampuan numerasi siswa Madrasah Aliyah dalam menyelesaikan soal kontekstual matematika. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui tes dengan soal kontekstual dan wawancara mendalam terhadap 6 siswa kelas XII MIPA yang  dipilih secara purposive dan snowball. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan numerasi tinggi mampu menganalisis informasi dan merepresentasikannya ke dalam gambar dan model matematika; menentukan dan menerapkan strategi untuk menyelesaikan masalah; serta menafsirkan dan mengevaluasi hasil penyelesaian ke dalam konteks masalah. Siswa dengan kemampuan numerasi sedang mampu menganalisis informasi; menentukan dan menerapkan strategi untuk menyelesaikan masalah; tetapi tidak mampu menafsirkan dan mengevaluasi hasil penyelesaian ke dalam konteks masalah. Siswa dengan kemampuan numerasi rendah tidak mampu menganalisis informasi dan merepresentasikannya ke dalam gambar dan model matematika; menentukan dan menerapkan strategi untuk menyelesaikan masalah; serta menafsirkan dan mengevaluasi hasil penyelesaian ke dalam konteks masalah. Oleh karena itu, guru perlu merancang pembelajaran matematika berbasis konteks dan menekankan penalaran matematis untuk menyelesaikan masalah dalam berbagai konteks kehidupan sehari-hari guna mengembangkan kemampuan numerasi siswa secara optimal.   The development of the digital era and global challenges requires students to have numeracy skills that include the ability to understand, analyze, and interpret quantitative information in real-life contexts. This study aims to analyze the numeracy skills of Madrasah Aliyah students in solving contextual mathematical problems. This study uses a descriptive qualitative approach. Data were obtained through tests with contextual questions and in-depth interviews with 6 purposively selected grade XII MIPA students, using snowball sampling. The results showed that the student with high numeracy skills can analyze information and represent it in images and mathematical models, determine and apply strategies to solve problems, and interpret and evaluate the solution in the context of the problem. The student with moderate numeracy skills can analyze information and determine and apply strategies to solve problems, but the student can’t interpret and evaluate the results of the solution in the context of the problem. The student with low numeracy skills can’t analyze information and represent it into images and mathematical models, determine and apply strategies to solve problems, and interpret and evaluate the results of the solution in the context of the problem. Therefore, teachers need to design context-based mathematics learning and emphasize mathematical reasoning to solve problems across various contexts of daily life to optimally develop students' numeracy skills.
DEVELOPING HIGH SCHOOL MATHEMATICS LEARNING MODELS BASED ON PEDAGOGICAL CONTENT KNOWLEDGE PROFESSIONAL MATHEMATICS TEACHERS Riawan Yudi Purwoko; Teguh Wibowo; Erni Puji Astuti; Wharyanti Ika Purwaningsih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14252

Abstract

Pedagogical content knowledge is teachers’ knowledge and experience in teaching specific content. However, professional mathematics teachers have not used it as a basis for information in developing mathematics learning models. This study aims to produce a mathematics learning model based on the knowledge and experience of professional teachers in teaching sequences and series. This study uses a development model with the Plomp scheme, which consists of 5 stages: initial investigation, design, realization/construction, testing, and implementation. The subjects in this study were eight high school teachers who have experience and excellent reputations. Data collection techniques are documentation, FGD, observation, questionnaires, and tests. The data analysis in this study was qualitative, using percentage-based techniques and vignette analysis of learning outcomes. The results showed that after the needs analysis, realization, and design stages, the product was tested through expert reviews and assessments. The assessment results showed that the product was valid and practical. The implementation stage was conducted in 3 schools, with 147 students as research participants. The results showed that the developed model had a positive, potential impact, as students were more constructive in their learning. Thus, the developed model can serve as a reference for mathematics learning, particularly for sequences and series. During the learning process, students are more creative and constructive, and follow the concept of in-depth learning in a pedagogical context.
Co-Authors Purwaningsih, Wharyanti Ika Riawan Yudi Purwoko Siti Nurhidayati Sugiman Teguh Wibowo