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All Journal Journal on Mathematics Education (JME) JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Journal of Research and Advances in Mathematics Education International Journal of Artificial Intelligence Research Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Journal of Honai Math Journal of Mathematics Science and Education Delta: Jurnal Ilmiah Pendidikan Matematika Jurnal Berdaya Mandiri Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Jurnal Karya Abdi Masyarakat Journal of Management and Industrial Engineering (JMIE) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Mathematics Education Journal Journal on Mathematics Education
Laela Sagita
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Kemampuan Literasi Dan Numerasi Dengan Pendekatan Realistic Mathematics Educations (RME) Pada Materi Perbandingan Trigonometri Suryadi, Suryadi; Jana, Padrul; Sagita, Laela; Marsiyam, Marsiyam; Triyadi, Totok; Saefudin, Abdul Aziz; Ratini, Ratini
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 12 No. 2 (2024): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v12i2.4347

Abstract

The purpose of this study is to improve mathematics learning outcomes literacy and numeracy skills by using a realistic mathematics education (RME) approach, especially trigonometry comparison material of SMA Muhammadiyah Imogiri. Students of grade X E1 SMA Muhammadiyah Imogiri are the main objects involved in this research. This RME approach model is used as a strategy to improve students' literacy and numeracy skills about trigonometric comparison material. The results of this study show that applying the RME approach is very effective because students are able to apply contextual problems related to trigonometric comparisons and are able to develop their own discipline and mutual cooperation attitudes, the significance of mastering students' literacy and numeracy skills in applying and solving contextual problems in trigonometric comparisons. Based on a sample of 24 students of grade X E1, it is proven that more than 80% of students are complete and able to apply contextual problems in trigonometric comparisons, while less than 15% of students are incomplete and unable to apply contextual problems.
From Collaboration to Innovation: Strengthening Teacher Reflection and Professionalism Through Lesson Study for Learning Community Sagita, Laela; Utami, Niken Wahyu; Darsono, Darsono; Fauziah, Muhardila
Jurnal Karya Abdi Masyarakat Vol. 9 No. 2 (2025): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jkam.v9i2.48213

Abstract

This community service program aimed to support the activities of Kombel Muga Berkemajuan at Muhammadiyah 3 Junior High School Yogyakarta and to strengthen teacher professionalism, particularly in reflective capacity and classroom innovation. The program was carried out using the Lesson Study for Learning Community (LSLC) approach, emphasizing collaborative planning, classroom implementation, and shared reflection. A qualitative descriptive method was applied, with data obtained through classroom observations, reflective discussions, and documentation analysis. The implementation consisted of three main stages: identifying partner readiness, preparing mentoring activities, and conducting LSLC cycles (plan–do–see). The findings show that the LSLC activities encouraged teachers to engage in more evidence-based reflection when analyzing teaching and learning processes. Teachers also began experimenting with contextual, problem-based, and text-based lesson designs that contributed to richer classroom discussions across Mathematics, Social Studies, and Indonesian Language. Kombel Muga Berkemajuan gradually developed into a more functional professional learning community, with collaboration becoming part of teachers’ routine practice. Challenges observed included limited time, instructional resources, and difficulties in applying differentiated instruction. These challenges indicate the need for continued mentoring and capacity building. Overall, the program highlights the potential of LSLC to support teacher professionalism and strengthen collaborative culture in Muhammadiyah schools.
Assessment Frameworks Utilized by PIAAC for Evaluating Adult Problem-Solving Skills Zulkardi; Ratu Ilma Indra Putri; Fauzan, Ahmad; Sagita, Laela; Alfajri, Rizha; Silvhiany, Sary; Adelia, Viona; Anggeraini, Yentri; Putri, Dhea Anisah; Utami, Niken Wahyu; Dwipa, Nendra Mursetya Somasih; Utari, Rahma Siska; Sukma, Yovika; Azka, Dea Alvionita; Ismail, Rafki Nasuha; Sari, Novita; Asra, Aqilul; Fitriani, Nadya
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the assessment framework used in the Programme for the International Assessment of Adult Competencies (PIAAC) to evaluate adult problem-solving skills, focusing on its conceptual. In response to the increasing global demand for foundational and adaptive skills, PIAAC serves as a key international tool for measuring literacy, numeracy, and problem-solving in technology-rich environments. A systematic literature review (SLR) was conducted using PRISMA 2020 guidelines, analyzing 27 Scopus-indexed studies published between 2015 and 2026. The methodological quality of these studies was evaluated using the Mixed Methods Appraisal Tool (MMAT). The findings indicate that the PIAAC framework conceptualizes adult competencies as multidimensional, functional, and context-dependent, extending beyond basic literacy and numeracy. These competencies are essential for effective problem-solving in real-life and digital contexts. The framework employs a comprehensive design that integrates cognitive skills, background variables, task features, and advanced analytical models to assess diverse populations. Moreover, the inclusion of technology-rich tasks and log file data highlights that competence emerges through dynamic interactions between individuals and their environments. Overall, PIAAC provides an integrative framework linking competencies, cognitive processes, and real-world outcomes.
Co-Authors Abdul Aziz Saefudin Adelia, Viona Ahmad Fauzan Alfajri, Rizha Anggraeni, Ganung Asra, Aqilul Aziz, Muhammad Fail Abdullah Azka, Dea Alvionita Darmawan Yudhanegara Darsono Darsono Diki Muchtar Diki Dwipa, Nendra Mursetya Somasih Fauziah, Muhardila Ferry Ferdianto Fitriani, Nadya Hapsari, Trusti Hasna, Nawar Herdiawati, Indriani Eka Irawanti, Ade Citra Iskandar, Hendi Ismail, Rafki Nasuha Jana, Padrul Khasanah, Mirsatun Khasna, Ismi Nur Khaifa Marsiyam, Marsiyam Miyanti, Sri Endah Niken Wahyu Utami Niken Wahyu Utami Novita Sari Nur Fitriyani Nurdianto, Heri Nurikawai, Dian Putri, Dhea Anisah Rahma Siska Utari Ratini Ratini, Ratini Ratu Ilma Indra Putri Rina Dyah Rahmawati Rina Dyah Rahmawati Risdiyati, Fety Rudha Widagsa Rully Charitas Indra Prahmana Sary Silvhiany Setiyani Setiyani Setiyani Siligar, E.I Pusta Sukma, Yovika Suryadi Suryadi Triyadi, Totok Wijayanti, Dita Dwigus Windawan, Rino Surya Yentri Anggeraini, Yentri Zulkardi Zulkardi Zulkardi ‘Izzati, Firsty Mustikaning Nur