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Yulina Eva Riany
School of Education (Cognitive Psychology and Educational Practices) Faculty of Education, Humanities, and Law, Flinders University of South Australia, Adelaide, South Australia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Struktur Kurikulum dan Pengembangan Kompetensi Numerasi: Analisis Komparatif Pendidikan Matematika di Indonesia dan Finlandia Wahyudi, Muhammad Ilham; Mira, Itun Delima; Megawati, Megawati; Rahayu, Muji; Nurhasdira, Nurhasdira; Sugiarti, Nurvita; Rachmat, Rosa; Riany, Yulina Eva
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2561

Abstract

Numeracy competence is a fundamental skill that determines students' readiness to meet twenty-first century demands. Persistent cross-national gaps in achievement, most recently documented in PISA 2022, suggest that differences in curriculum design play a substantial role in shaping those disparities. This study examined the relationship between mathematics curriculum structure and the development of numeracy competence through a comparative analysis of Indonesia and Finland. A Systematic Literature Review (SLR) guided by the PRISMA 2020 framework was conducted across Google Scholar, Scopus, and SINTA databases using Publish or Perish, producing 15 articles from an initial pool of 130 based on predetermined inclusion criteria and quality appraisal using an instrument adapted from the Critical Appraisal Skills Programme (CASP). Thematic analysis suggests that Finland's coherent, conceptually oriented curriculum appears to be associated with the development of students' reasoning and problem-solving abilities, whereas Indonesia's curriculum, which remains comparatively fragmented and procedurally focused, appears to constrain the development of contextual numeracy. The results indicate that curriculum effectiveness in supporting numeracy is determined not merely by written content, but by the extent to which curriculum structure shapes students' overall learning experiences. The implications of this study are relevant to curriculum policy and mathematics curriculum design in Indonesia.
Co-Authors AA Sudharmawan, AA Adam Sugiharto, Adam Aisyah Aisyah Amri Darwis Astuti, Anis Mardi Asyhar, Athaya Nadiya Choiriyah Choiriyah Dwi Hastuti Ekayanthi, Ni Wayan Dian Euis Sunarti Fadillah, Siti Sekar Ayu Fajria, Khanifa Fiscarini, Santy Fitri Ayu Wahyuni Ihsana, Ayu Irmalia Noviani Irni Rahmayani Johan Januar, M Fathan Haidar Kholifatul Jannah Kumoro, Retno Lilik Noor Yuliati Malihah, Zahro Maretia, Indi Ayu Maulana Achsan Al Farisi Megawati - Melly Latifah Miftachul Jannah, Miftachul Mira, Itun Delima Muhibbullah, Ahmad Muji Rahayu Mujib, Farid Khusnul Mukti Amini Mustapa, Noviana Nduru, Firlyan Anugerah Neneng Hasanah Ningrum, Bhekti Setya Ningsih, Sri Rahayu Nisrina Nadhifah Nurfadillah Nurfadillah Nurfurqoni, Fuadah Ashri Nurhasdira, Nurhasdira Pramesti, Yustia Pramudita, Aisyah Purnama, Nurjanah Putri, Jihan Apikasari Rachmat, Rosa S, Zazirah Samudro, Fitroh Bagus Santoso, Daniel Krisna Sholihah, Wahyuni Ilhamis Siroj, Eko Yuliarti Soebagiyo, Slamet Sri Ajrania Sri Ningsih Sri Wahyuni Sugiarti, Nurvita Sumirat, Fajar Umarat, Adlil Wahyudi, Muhammad Ilham Wiratmaja, Laura Virgita Yani Yani Yulianty, Eva Fitria Yuliaty, Lilik Noor