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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan MATEMATIKA DAN PEMBELAJARAN Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Al asma : Journal of Islamic Education Alauddin Journal of Mathematics Education (AJME) LOSARI: Jurnal Pengabdian Kepada Masyarakat Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Pedagogy : Jurnal Pendidikan Matematika Nanggroe: Journal Of Scholarly Service Seminar Nasional Hasil Penelitian LP2M UNM Nanggroe: Journal of Scholarly Service Kreano, Jurnal Matematika Kreatif Inovatif Journal of Mathematics, Computation and Statistics (JMATHCOS) Issues in Mathematics Educations (IMED)
Tampa, Alimuddin
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The Students' Numerical Literacy Ability in Junior High Schools Tampa, Alimuddin; Layly, Saadah; Helmi, Helmi; Alimuddin, Nurul Fadhila
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.37541

Abstract

This study aims to analyze the students’ numerical literacy ability in junior high schools based on their status (accreditation and state/non-state schools). This study used the descriptive quantitative method. The participants were 150 students randomly selected from 2 state junior high schools (SMPN) based on the accreditation levels (A B) and 1 non-state school (SMP). The instrument used was the modified result of the Numerical Literacy Ability test developed by the Center for Assessment and Learning (Pusmenjar) of the Ministry of Education and Culture. The collected data were analyzed using descriptive statistics. The research results indicated that: (1) the student’s numerical literacy skills in junior high schools were low for all domains and tended to be very low in geometry; (2) at the L1 level, students did not experience difficulties, but other levels did, especially L3; and (3) school status had no significant effect on the students' numerical literacy skills.Penelitian ini bertujuan untuk menganalisis kemampuan literasi numerasi siswa di SMP berdasarkan statusnya (akreditasi dan sekolah negeri/non negeri). Penelitian ini menggunakan metode kuantitatif descriptive. Peserta tersebut merupakan 150 siswa yang dipilih secara acak dari 2 SMPN Negeri (SMPN) berdasarkan jenjang akreditasi (A/B) dan 1 sekolah non negeri (SMP). Instrumen yang digunakan merupakan hasil modifikasi dari uji Kemampuan Literasi Numerasi yang dikembangkan oleh Pusat Pengkajian dan Pembelajaran (Pusmenjar) Kementerian Pendidikan dan Kebudayaan. Data yang dikumpulkan dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa: (1) kemampuan literasi numerasi siswa di sekolah menengah pertama rendah untuk semua domain dan cenderung sangat rendah dalam geometri; (2) pada jenjang L1, siswa tidak mengalami kesulitan, tetapi jenjang lain mengalami kesulitan, terutama L3; dan (3) status sekolah tidak berpengaruh signifikan terhadap kemampuan literasi numerik siswa.
EXPLORING TEACHERS' KNOWLEDGE, UNDERSTANDING AND REWARD PRACTICES: A MOTIVATIONAL ORIENTATION PERSPECTIVE IN MATHEMATICS LEARNING Tampa, Alimuddin; Zaki, Ahmad; Alimuddin, Fauziyyah; Azizah Aksa, Nurul
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11640

Abstract

The persistent gap between teachers' conceptual knowledge and practical implementation remains a critical challenge in mathematics education. This study investigates how intrinsic versus extrinsic motivational orientations influence teachers' knowledge, understanding, and reward implementation practices in mathematics instruction. Employing an exploratory qualitative case study design, the research examined 14 junior high school mathematics teachers in South Sulawesi, Indonesia, systematically classified by motivational orientation. Data collection encompassed motivational orientation assessments, conceptual knowledge evaluations, case-based understanding tasks, and structured classroom observations. Thematic cross-case analysis was conducted using NVivo 12 software. Findings reveal progressive differentiation patterns: while conceptual knowledge differences remained relatively modest, disparities amplified significantly across understanding and classroom practice dimensions. Intrinsically motivated teachers demonstrated reflective, contextualized, and process-oriented reward strategies, whereas extrinsically motivated teachers exhibited procedural, standardized, and outcome-focused approaches. These results advance theoretical understanding of motivational orientation as a critical moderating variable in knowledge-to-practice transformation processes, offering substantial implications for targeted professional development interventions addressing motivational dimensions in mathematics education.
Co-Authors Adi Sulaiman M.Siddiq Ahmad Zaki Ahmad, Asdar Alimuddin, Fauziyyah Alimuddin, Nurul Fadhila Andi Dian Angriani Andi Dian Angriani, Andi Dian Assaaf, Said Fachry Azizah Aksa, Nurul Chen, Wen-Haw Firdaus, Andi Mulawakkan Hamzah Upu Hasan, Nursakilah Helmi Helmi Hisyam Ihsan Ikram, Muhammad Ilham Minggi Ja’faruddin, Ja’faruddin Ja’faruddin, Ja’faruddin Kiky Nakesya A.S Layly, Saadah Muh Tawil, Muh muh. Tawil Nurhayati Nurhayati Patasik, Ghadytha Marie Lucia Ramadhany, Nuramaliyah Rusnah Soleha, Nur Inayah Sukarna Sulleng, Ofra Maylin Syamsuddin Mas'ud Wahidah Sanusi Wahidin Ashari, Nur