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All Journal Teorema: Teori dan Riset Matematika JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Mosharafa: Jurnal Pendidikan Matematika J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Interdisciplinary International Journal of Conservation and Culture Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan
Sri Solihah
Program Studi Pendidikan Matematika, FKIP, Universitas Galuh
Agriculture, Biological Sciences & Forestry Arts Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Profil Kemampuan Literasi Matematika Ditinjau Dari Adversity Quotient Pada Pembelajaran Berdiferensiasi Ratna Fertikawati; Gunawan Gunawan; Sri Solihah
Teorema: Teori dan Riset Matematika Vol 10, No 1 (2025): Maret
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v10i1.16818

Abstract

In differentiated learning, improving mathematical literacy skills and understanding adversity quotient in students is very important to create an effective learning process, where students are not only recipients of information, but are able to think critically, adapt, and contribute their ideas. The implementation of this study aims to identify the mathematical literacy profile of grade VII H SMP Negeri 2 Mandiraja consisting of 36 students for the 2024/2025 school year reviewed from the adversity quotient level. The method used is qualitative descriptive by grouping students into three types, namely climbers, campers and quitters. In selecting subjects, it is carried out based on the value of the adversity quotient questionnaire or adversity response profile (ARP) and consideration from the teacher (purposive sampling). In collecting data, an adversity quotient questionnaire, written test questions regarding mathematical literacy skills, and interviews were carried out with the selected subjects. The analysis of the data uses data reduction from the results of written tests and interviews, the presentation of data from the analysis results and the conclusion of conclusions. The results were analyzed using source triangulation based on the process in mathematical literacy, namely formulating, employing, and interpretating mathematical concepts in various contexts. The results of the study showed that 1) Students with the climbers type have been able to carry out the process of formulating, employing, and interpretating in solving mathematical literacy problems; 2) Students with the camper type have been able to carry out the process of formulating, employing, and interpretating in the process of solving mathematical literacy problems; and 3) Students with the quitter type are only able to carry out the formulation process in solving mathematical literacy problems.
Green STEAM-H pedagogy with eco-mathematical literacy: a developmental framework for sustainability-oriented education Ai Tusi Fatimah; Agus Yuniawan Isyanto; Euis Erlin; Yoni Sunaryo; Lala Nailah Zamnah; Angra Meta Ruswana; Sri Solihah
Interdisciplinary International Journal of Conservation and Culture Vol 3 No 2 (2025): October 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/iijcc.v3i2.5942

Abstract

This study proposes a conceptual framework for Green STEAM-H Pedagogy, integrating Eco-Mathematical Literacy as an approach to sustainability-oriented education. The framework responds to the growing need for educational models that systematically connect sustainability values, interdisciplinary learning, and analytical competencies in addressing complex environmental challenges. It synthesizes three key dimensions: green pedagogy as a value-oriented foundation, STEAM-H (Science, Technology, Engineering, Agriculture, Mathematics, and Health) as an interdisciplinary structure, and eco-mathematical literacy as a central analytical component. The framework is operationalized through a developmental progression consisting of three stages: eco-awareness, eco-integration, and eco-transformation. These stages represent a structured pathway through which learners develop ecological understanding, integrate knowledge across disciplines, and apply their competencies in sustainability-oriented actions. In addition, a pedagogical model is proposed to translate the framework into classroom practice by aligning instructional strategies, learning activities, and expected outcomes. This study contributes to the literature by offering a coherent and operationalizable model that bridges the gap between sustainability theory and educational practice. The framework highlights the role of eco-mathematical literacy in supporting data-driven reasoning and decision-making within interdisciplinary learning contexts. It also provides implications for curriculum development, pedagogy, and assessment in fostering transformative and future-oriented learning.
PENGARUH MODEL CHALLENGE BASED LEARNING TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA Reina Stevany Arifin; Sri Solihah; Angra Meta Ruswana
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 7, No 1 (2026): FEBRUARI
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v7i1.20690

Abstract

The background of this study is ineffective mathematics learning, which has an impact on students' low mathematical connection abilities. This study aims to determine the effect of the challenge based learning model on students' mathematical connection abilities. The research method used is a quasi experiment with a Non-equivalent Pretest-Posttest Control Group Design. The population in this study were all students of grade VII at MTs Negeri 2 Ciamis, with a sample of two classes, namely class VII F as the experimental class and class VII E as the control class selected through purposive sampling techniques. Data analysis techniques were carried out through pretests and posttests of mathematical connection abilities which were analyzed using normality tests, homogeneity tests, two-mean difference tests, and effect sizes. The results showed that there were differences in mathematical connection abilities between the experimental class using the challenge based learning model and the control class using the conventional learning model. Thus, it can be concluded that the challenge based learning model has an effect on students' mathematical connection abilities.  Latar belakang penelitian ini adalah pembelajaran matematika yang belum efektif, sehingga berdampak pada rendahnya kemampuan koneksi matematis siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model challenge based learning terhadap kemampuan koneksi matematis siswa. Metode penelitian yang digunakan adalah quasi experiment dengan desain Non-equivalent Pretest-Posttest Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII di MTs Negeri 2 Ciamis, dengan sampel dua kelas, yaitu kelas VII F sebagai kelas eksperimen dan kelas VII E sebagai kelas kontrol yang dipilih melalui teknik purposive sampling. Teknik analisis data dilakukan melalui pretest dan posttest kemampuan koneksi matematis yang dianalisis menggunakan uji normalitas, uji homogenitas, uji perbedaan dua rata-rata, dan effect size. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan koneksi matematis antara kelas eksperimen yang menggunakan model challenge based learning dan kelas kontrol yang menggunakan model pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa model challenge based learning berpengaruh terhadap kemampuan koneksi matematis siswa.
KEMAMPUAN LITERASI MATEMATIS SISWA SMP DITINJAU DARI HABITS OF MIND YANG BERASAL DARI KELUARGA PENGRAJIN HANDICRAFT Syifa Aulia Az-Zahra; Nur Eva Zakiah; Sri Solihah
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 3, No 3 (2022): OKTOBER
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v3i3.8794

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan literasi matematis siswa SMP ditinjau dari habits of mind yang berasal dari keluarga pengrajin handicraft Rajapolah. Penelitian ini menggunakan studi kasus dengan pendekatan kualitatif. Subjek penelitian ini adalah siswa kelas VIII yang berasal dari keluarga handicraft Rajapolah sebanyak 6 orang. Dari 6 orang tersebut dikelompokkan berdasarkan Habits of mind yaitu kategori tinggi, sedang, dan rendah untuk diberikan soal tes kemampuan literasi dan diwawancarai. Pengumpulan data dalam penelitian ini yaitu angket habits of mind, tes kemampuan literasi, dan wawancara. Hasil penelitian menunjukkan bahwa: (1) kemampuan literasi matematis siswa SMP yang berasal dari keluarga pengrajin handicraft Rajapolah dengan habits of mind tinggi dan sedang mampu memenuhi indikator merumuskan situasi secara matematika Sedangkan  untuk habits of mind rendah belum memenuhi indikator merumuskan situasi secara matematika; (2) kemampuan literasi matematis siswa SMP yang berasal dari keluarga pengrajin handicraft Rajapolah dengan habits of mind tinggi mampu memenuhi indikator menggunakan konsep, fakta, prosedur, dan penalaran matematika sedangkan dengan habits of mind sedang dan rendah siswa belum mampu memenuhi indikator menggunakan konsep, fakta, prosedur, dan penalaran matematika; dan (3) kemampuan literasi matematis siswa SMP yang berasal dari keluarga handicraft Rajapolah dengan habits of mind tinggi, sedang, dan rendah tidak ada yang memenuhi indikator menafsirkan, menerapkan, dan mengevaluasi hasil matematika. Kata kunci:  Habits of mind, kemampuan literasi matematis, keluarga pengrajin handicraft Rajapolah
Correlation Of Differentiated Learning Management to Students' Numeracy Literacy Ability in Realistic Mathematics Ida Nuraida; Sri Solihah
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2493

Abstract

Penelitian korelasional ini bertujuan menyelidiki hubungan antara manajemen pembelajaran diferensiasi dan kemampuan literasi numerasi siswa dalam konteks pembelajaran matematika realistik di SMP Negeri 4 Ciamis. Melalui pendekatan deskriptif kuantitatif dengan sampel siswa kelas VII, penelitian mengungkap hubungan signifikan yang sangat kuat antara kedua variabel tersebut. Temuan utama menunjukkan bahwa manajemen pembelajaran diferensiasi memberikan kontribusi sebesar 66% terhadap peningkatan kemampuan literasi numerasi siswa. Hasil analisis statistik memperlihatkan korelasi yang positif dan signifikan, mengindikasikan bahwa implementasi pembelajaran diferensiasi yang efektif berperan penting dalam pengembangan literasi numerasi. Selain itu, penelitian mengidentifikasi faktor-faktor lain yang berkontribusi sebesar 34% terhadap variasi kemampuan literasi numerasi. Kesimpulannya, penelitian ini menegaskan pentingnya penerapan manajemen pembelajaran diferensiasi yang terstruktur sebagai bagian dari strategi untuk meningkatkan literasi numerasi siswa dalam pembelajaran matematika realistik. This correlational study aims to investigate the relationship between differentiated learning management and students' numeracy literacy skills in the context of realistic mathematics learning at SMP Negeri 4 Ciamis. Through a quantitative descriptive approach with a sample of seventh-grade students, the study revealed a powerful and significant relationship between the two variables. The main finding shows that differentiated learning management contributes 66% to the improvement of students' numeracy literacy skills. Statistical analysis results show a positive and significant correlation, indicating that the implementation of effective differentiated learning plays an important role in the development of numeracy literacy. In addition, the study identified other factors that contribute 34% to the variation in numeracy literacy skills. In conclusion, this study emphasises the importance of implementing structured differentiated learning management as part of a strategy to improve students' numeracy literacy in realistic mathematics learning.
Co-Authors Agus Yuniawan Isyanto Angra Meta Ruswana Asep Amam Euis Erlin Fatimah, Ai Tusi Gunawan Gunawan Nia Lestari Nuraida, Ida Ratna Fertikawati Reina Stevany Arifin Surtinah Surtinah Syifa Aulia Az-Zahra Yoni Sunaryo Zamnah, Lala Nailah