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All Journal Teorema: Teori dan Riset Matematika JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat 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.
Co-Authors Agus Yuniawan Isyanto Angra Meta Ruswana Asep Amam Euis Erlin Fatimah, Ai Tusi Gunawan Gunawan Nia Lestari Ratna Fertikawati Surtinah Surtinah Yoni Sunaryo Zamnah, Lala Nailah