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All Journal JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Elemen Edumatsains Math Didactic: Jurnal Pendidikan Matematika Scholaria: Jurnal Pendidikan dan Kebudayaan POLYGLOT MaPan : Jurnal Matematika dan Pembelajaran JOHME: Journal of Holistic Mathematics Education Journal of Honai Math Jurnal Sinergitas PkM & CSR JPMI (Jurnal Pendidikan Matematika Indonesia) Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika JKPM (Jurnal Kajian Pendidikan Matematika) Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Sukma: Jurnal Pendidikan Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Padegogik Jurnal Pendidikan dan Kebudayaan Range : Jurnal Pendidikan Matematika SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Sosfilkom : Jurnal Sosial, Filsafat dan Komunikasi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Prosiding Konferensi Nasional PKM-CSR JNPM (Jurnal Nasional Pendidikan Matematika) International Journal of Geometry Research and Inventions in Education Jurnal Pendidikan MIPA Journal on Mathematics Education Sukma: Jurnal Pendidikan
Kurnia Putri Sepdikasari Dirgantoro
Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Pelita Harapan
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PRAGMATISME DALAM LITERASI MATEMATIS: PEMBELAJARAN YANG STATIS VS KETERAMPILAN YANG TERUS BERKEMBANG Dirgantoro, Kurnia Putri Sepdikasari; Turmudi, Turmudi; Jupri, Al
SOSFILKOM : Jurnal Sosial, Filsafat dan Komunikasi Vol. 18 No. 02 (2024): Volume 18 No 02 Juli-Desember 2024
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) - Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jsfk.v18i2.6708

Abstract

Mathematical literacy often focuses on abstract concepts, neglecting their application in real-life contexts meaningful to students. This limitation hampers students' ability to use mathematics to solve everyday problems. Grounded in pragmatism philosophy, which views knowledge as dynamic and shaped by experience, this study explores how mathematical literacy can be developed as an adaptive skill connected to real-world challenges. Through a literature review of pragmatism theories and mathematical literacy practices, the research highlights the potential of pragmatism to enrich mathematical literacy education. Findings suggest that integrating pragmatism fosters a more meaningful learning experience by emphasizing the application of mathematical concepts in daily life. This approach transforms mathematical literacy from merely understanding theories into a practical skill adaptable to evolving real-world needs. The study recommends incorporating pragmatic strategies, such as Problem-Based Learning (PBL), into curricula to align mathematical literacy with contemporary demands and encourages institutions to provide regular training on such methods to enhance students’ competencies. Literasi matematika sering kali berfokus pada konsep-konsep abstrak, sehingga kurang memperhatikan penerapannya dalam konteks kehidupan nyata yang relevan bagi siswa. Keterbatasan ini menghambat kemampuan siswa untuk menggunakan matematika dalam memecahkan masalah sehari-hari. Berlandaskan filsafat pragmatisme yang memandang pengetahuan sebagai sesuatu yang dinamis dan dibentuk oleh pengalaman, studi ini mengeksplorasi bagaimana literasi matematika dapat dikembangkan sebagai keterampilan adaptif yang terhubung dengan tantangan dunia nyata. Melalui tinjauan pustaka terhadap teori-teori pragmatisme dan praktik literasi matematis, penelitian ini menyoroti potensi pragmatisme dalam memperkaya pembelajaran literasi matematika. Temuan menunjukkan bahwa integrasi pendekatan pragmatisme dapat menciptakan pengalaman belajar yang lebih bermakna dengan menekankan penerapan konsep matematika dalam kehidupan sehari-hari. Pendekatan ini mengubah literasi matematika dari sekadar pemahaman teoretis menjadi keterampilan praktis yang adaptif terhadap kebutuhan dunia nyata yang terus berkembang. Studi ini merekomendasikan penerapan strategi pragmatis, seperti PBL, ke dalam kurikulum untuk menyelaraskan literasi matematika dengan tuntutan zaman, serta mendorong institusi pendidikan untuk menyediakan pelatihan rutin mengenai metode tersebut guna meningkatkan kompetensi siswa.
Investigation of numeracy proficiency levels among elementary students through the PEMANTIK assessment tool Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
Journal of Honai Math Vol. 7 No. 1 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i1.521

Abstract

Mathematics education is critical in nurturing a wide range of cognitive abilities, particularly numeracy skills, which are essential for students’ everyday lives. This study aimed to systematically evaluate the numeracy levels of elementary students at Lentera Harapan School (LHS) in Indonesia using the PEMANTIK assessment tool. A cross-sectional design with a phenomenological approach was applied, encompassing 4,279 students from Grades 1 to 6. The assessment tool comprised a numeracy test accessed through PEMANTIK, and the resulting data were analyzed using descriptive statistical techniques to map numeracy levels across different grades. Findings revealed that students in Grade 3 and above faced significant challenges in developing numeracy skills. The study also highlighted LHS's commitment to implementing evidence-based practices and pedagogical strategies to help teachers support students' numeracy skill development.
Kesulitan Mahasiswa dalam Belajar Aljabar Abstrak Saragih, Melda Jaya; Dirgantoro, Kurnia; Listiani, Tanti
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 9 No 1 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 9 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v9i1.2060

Abstract

Mata kuliah aljabar abstrak membantu mahasiswa untuk meningkatkan kemampuan analisis, berpikir logis dan bernalar secara matematis dalam menyelesaikan masalah. Namun sering sekali mahasiswa kesulitan dalam belajar Aljabar abstrak. Dengan menguasai mata kuliah Aljabar Abstrak maka diharapkan mahasiswa prodi Pendidikan matematika sebagai calon guru dapat menjadi seorang guru yang terus mengembangkan kemampuan dan talenta yang telah Tuhan percayakan. Melalui penelitian diharapkan dapat memperbaiki proses belajar mengajar aljabar abstrak dengan terlebih dahulu menggali bentuk-bentuk kesulitan mahasiswa dalam mempelajarinya serta apa saja yang sudah mahasiswa lakukan dalam mengatasi setiap kesulitan belajar matakuliah tersebut. Metode yang digunakan dalam penelitian ini adalah Penelitian kualitatif deskripstif. Pengumpulan data diambil dari angket, lembar wawancara mahasiswa. Adapun hasil yang diperoleh adalah bahwa kesulitan yang dialami mahasiswa dalam belajar aljabar abstrak yaitu kesulitan memahami materi kuliah, kurangnya kompetensi matematik mahasiswa, kurangnya kemampuan Bahasa Inggris mahasiswa. Tanggapan mahasiswa dalam menyikapi setiap kesulitan yang dihadapi dalam belajar aljabar abstrak yaitu mahasiswa mau belajar untuk lebih giat lagi dalam belajar, bertanya kepada teman/kakak tingkat/dosen dan membentuk kelompok belajar.
Indonesian students’ perceptions towards AI-based learning in mathematics Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari; Priyanti, Neng
Journal on Mathematics Education Vol. 13 No. 3 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i3.pp531-548

Abstract

The pandemic has indeed provided students and teachers worldwide with the experience of technology-infused teaching. Even though the pandemic is almost over, the utilization of technology in mathematics education is still needed and inseparable. Relying on cross-sectional design and phenomenological approach, this research investigates senior high school students' perceptions towards AI-based learning, particularly about their understanding and suggestions towards AI-based learning in mathematics in the context of post-pandemic. The participants of the study were 107 students coming from several islands in Indonesia, ranging from grade 10-12, with an age interval of 15-18 years old. The instruments used were the questionaries with open-ended questions in Microsoft forms distributed to mathematics teachers in several WhatsApp groups. The data were then analyzed through a multistage descriptive and pattern coding process. The findings showed that students need to be facilitated with AI, which can display understandable visualization and provide guidance to solve mathematical problems. It is expected that the present study's findings offer researchers in Indonesia and abroad to disseminate and/or implement AI learning in the form of Intelligent Tutoring Systems.
The Role of Christian Teachers in Providing for the Needs of High-Achieving Students Anditya, Novia Hoki; Panggabean, Meicky Shoreamanis; Dirgantoro, Kurnia P.S.
JOHME: Journal of Holistic Mathematics Education Vol. 1 No. 1 (2017): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i1.710

Abstract

In every classroom, there are some students who perform better than their peers and are even very successful in most of their subjects. They are known as high-achieving students. They are grade conscious and sensitive to their teacher’s qualities. However, data from PISA 2012 shows that teachers in Indonesia cannot meet the needs of high-achieving students. High-achieving students tend to put high expectations on their teachers. From a Christian perspective, they study  wholeheartedly and Christian teachers need to guide these high-achieving students so they can reach their maximum potential in a way that is pleasing to God. The purpose of this literature review is to examine what high-achieving students need from their teachers. There are five needs that high-achieving students need to have provided by their teachers: challenging assignments, self-acknowledgement, encouragement, opportunity to join in academic competitions, and learning community involvement. The responsibilities of teachers of high-achieving students should not stop with showing professionalism in meeting their expectations, but should include helping these students learn the right way of studying that is pleasing to God and not self-centered in achieving their own goals.ABSTRAK BAHASA INDONESIA: Di setiap ruang kelas, terdapat siswa-siswa yang menunjukkan performa akademik yang lebih baik dari teman-temannya atau bahkan sangat berhasil dalam semua mata pelajaran. Mereka dikenal sebagai anak yang berprestasi tinggi. Mereka sangat peduli terhadap nilai dan sensitif terhadap kualitas guru. Namun, data dari PISA 2012 menunjukkan bahwa guru-guru di Indonesia tidak dapat memenuhi kebutuhan anak-anak yang berprestasi tinggi. Anak-anak yang berprestasi tinggi cenderung menaruh ekspektasi yang tinggi dari gurunya. Dari sudut pandang Kristiani, apa yang mereka lakukan adalah salah satu bentuk pertanggungjawaban iman untuk belajar dengan sepenuh hati dan guru Kristen perlu untuk membimbing anak berprestasi tinggi dalam mencapai potensi maksimal dari diri mereka di jalan yang berkenan di hadapan Tuhan. Tujuan dari kajian literatur ini adalah untuk menguji apa yang diperlukan oleh anak berprestasi tinggi dari guru mereka. Terdapat lima kebutuhan anak berprestasi tinggi yang perlu disediakan dari guru mereka; tugas yang menantang, pengakuan diri, dukungan, kesempatan untuk bergabung dan dukungan dalam kompetensi akademik, keterlibatan dari komunitas belajar. Tanggung jawab guru Kristen tidak hanya berhenti dalam menunjukkan profesionalitas untuk memenuhi ekspektasi mereka, tapi juga membawa mereka ke jalan yang benar dan berkenan bagi Tuhan dalam belajar yaitu dengan tidak menjadi berpusat hanya kepada diri sendiri dalam mencapai tujuan mereka.
ANALISIS KESALAHAN SISWA KELAS VIII SLH MEDAN DALAM MENGERJAKAN SOAL MATEMATIKA MATERI FUNGSI DITINJAU DARI PROSEDUR NEWMAN [ANALYZING STUDENTS’ ERRORS IN SOLVING MATHEMATICS PROBLEMS IN FUNCTION TOPICS BASED ON NEWMAN’S PROCEDURES IN GRADE 8 AT SLH MEDAN] Paladang, Karmila Kristina; Indriani, Siane; Dirgantoro, Kurnia P. S.
JOHME: Journal of Holistic Mathematics Education Vol. 1 No. 2 (2018): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.798

Abstract

Mathematics is an important part of education. Through mathematics learning, students are expected to think systematically, logically, critically, creatively and consistently. Often when learning math, however, students make mistakes. These errors, when viewed plainly are reasonable mistakes. Nevertheless, they should not be allowed to happen continuously. If the errors are left unchecked, then the process of developing students’ knowledge will not improve. Based on observations in the grade 8A class at Sekolah Lentara Harapan in Medan, students usually made mistakes in solving mathematics problems. This study aims to analyze the types of errors made by students in solving mathematics problem and the causes of those mistakes. The research method used was the qualitative research method. The researcher gathered data through tests, interviews, and observations. Tests and observations data were gathered from 35 students in class 8 A. The subjects were 6 students who were chosen based on their results and certain criteria. Afterward, they were interviewed about their test results to gather further information about the types of errors and the factors which caused the error. The mistakes then were analyzed based on the types of errors using Newman’s procedures which are (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skills errors, and (5) encoding errors.  The results showed that students performed all types of errors. Factors which caused students to make those errors were that they did not understand the meaning of symbols used, they used several symbols incorrectly, they could not to read the symbol, they forgot the proper formulas to be used, they wrote the formula in a rush, they did not master the pre-requisite topic of algebra arithmetic operation, they were careless, and they did the test in a rush.BAHASA INDONESIA ABSTRAK: Pelajaran matematika merupakan salah satu bagian penting dalam bidang pendidikan. Melalui pembelajaran matematika, siswa diharapkan dapat melatih cara berpikir secara sistematis, logis, kritis, kreatif dan konsisten. Dalam kenyataannya, sering kali ketika belajar matematika, siswa melakukan kesalahan-kesalahan. Kesalahan-kesalahan ini jika dilihat secara kasat mata merupakan kesalahan-kesalahan yang wajar. Tetapi tentunya kesalahan ini tidak boleh dibiarkan terjadi terus-menerus. Jika kesalahan tersebut dibiarkan, maka proses pengembangan pengetahuan siswa tidak akan berjalan dengan baik. Berdasarkan observasi di kelas VIII A SLH Medan, siswa sering melakukan kesalahan pada saat mengerjakan soal-soal matematika. Tujuan dari penelitian ini adalah untuk menganalisis jenis-jenis kesalahan yang dilakukan oleh siswa dalam mengerjakan soal matematika materi fungsi serta faktor penyebabnya. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Pengumpulan data dilakukan dengan tes, wawancara dan observasi partisipatif. Tes dan observasi dilakukan di kelas VIII A yang terdiri dari 35 siswa. Subjek penelitian terdiri dari 6 siswa yang dipilih berdasarkan hasil tes dengan kriteria tertentu kemudian diwawancarai terkait hasil pekerjaannya untuk memperoleh informasi yang lebih jelas mengenai jenis kesalahan yang dilakukan serta faktor yang menyebabkan terjadinya kesalahan tersebut. Kesalahan yang dilakukan oleh siswa dianalisis berdasarkan jenis-jenis kesalahan pada prosedur Newman yang terdiri dari (1) kesalahan membaca soal, (2) kesalahan memahami masalah, (3) kesalahan transformasi, (4) kesalahan keterampilan proses dan (5) kesalahan penulisan jawaban. Hasil penelitian menunjukkan bahwa siswa melakukan semua jenis kesalahan tersebut. Faktor penyebabnya adalah siswa tidak mengerti makna simbol, terdapat simbol-simbol tertentu yang tidak dapat dimaknai dengan tepat, lupa cara membaca simbol, lupa rumus yang harus digunakan, terburu-buru saat menuliskan rumus, kurang menguasai materi prasyarat yaitu operasi hitung bentuk aljabar, kurang teliti serta terburu-buru dalam mengerjakan soal.
ANALISIS KESALAHAN MAHASISWA PGSD DALAM MENYELESAIKAN SOAL STATISTIKA PENELITIAN PENDIDIKAN DITINJAU DARI PROSEDUR NEWMAN [AN ANALYSIS OF PRIMARY TEACHER EDUCATION STUDENTS SOLVING PROBLEMS IN STATISTICS FOR EDUCATIONAL RESEARCH USING THE NEWMAN PROCEDURE] Dirgantoro, Kurnia Putri Sepdikasari; Saragih, Melda Jaya; Listiani, Tanti
JOHME: Journal of Holistic Mathematics Education Vol. 2 No. 2 (2019): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v2i2.1203

Abstract

Statistics is a course that correlates very closely in everyday life. An elementary school teacher needs to master statistics in relation to the implementation of the duties of a teacher, both as a collector and conveyer of information about students, as well as a researcher. But in reality, quite a lot of PGSD (Primary Teacher Education) students have difficulties in this course. One of them can be seen from how students answer questions given. There are still quite a lot of students who make mistakes in answering statistical research educational questions. This research is a descriptive study that describes and analyzes the mistakes of PGSD students in solving the problems of Statistics for Research in Education using the Newman procedure. The results of the study show that mistakes made by students include errors in understanding problems, transformation errors, errors in process skills, and answers to writing errors. One effort that can be done is by increasingBAHASA INDONESIA ABSTRACT: Statistika merupakan mata kuliah yang korelasinya sangat erat dalam kehidupan sehari-hari. Seorang guru sekolah dasar perlu menguasai statistika dalam kaitan dengan pelaksanaan tugas seorang guru, baik sebagai pengumpul dan penyampai informasi tentang siswa, maupun sebagai seorang peneliti. Namun kenyataannya, cukup banyak mahasiswa PGSD yang kesulitan dalam mata kuliah ini. Salah satunya dapat dilihat dari bagaimana cara mahasiswa menjawab soal yang diberikan. Masih ditemukan cukup banyak mahasiswa yang melakukan kesalahan dalam menjawab soal statistika penelitian pendidikan. Penelitian ini merupakan penelitian deskriptif yang memaparkan dan menganalisis kesalahan mahasiswa PGSD dalam menyelesaikan soal Statistika Penelitian Pendidikan ditinjau dari prosedur Newman. Hasil penelitian memperlihatkan bahwa kesalahan yang dilakukan mahasiswa mencakup kesalahan memahami masalah, kesalahan transformasi, kesalahan dalam keterampilan proses, dan kesalahan penulisan jawaban. Salah satu upaya yang dapat dilakukan adalah dengan cara meningkatkan kemampuan metakognitif mahasiswa.
Towards a Paradigm Shift: Analysis of Student Teachers’ and Teacher Education Institutions’ Readiness on Kurikulum Merdeka Kurnia Putri Sepdikasari Dirgantoro; Robert Harry Soesanto
Jurnal Pendidikan dan Kebudayaan Vol. 8 No. 2 (2023)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v8i2.4271

Abstract

This research is to examine the preparedness and initiatives of Teacher Training and Education Institutes (LPTK) and student teachers in implementing Kurikulum Merdeka. This cross-sectional study employs a phenomenological approach. The study encompasses 448 student teachers from various provinces in Indonesia. Data were gathered through a questionnaire featuring open-ended questions, and the results were analyzed using a multistage descriptive coding and pattern approach. The findings reveal that 82.81% of student teachers are ready to implement Kurikulum Merdeka. However, in terms of understanding, 24.55% of them still need to improve their understanding about the new curriculum. In conclusion, there persists a need to continually enhance the knowledge and skills of student teachers in navigating the implementation of Kurikulum Merdeka. Additionally, LPTK must ensure the provision of competencies adequately.
Unravelling Affective Mathematical Disposition: Its Role in Strengthening Numeracy Among Pre-Service Mathematics Teachers Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1323-1341

Abstract

This study investigates the relationship between affective mathematical disposition (MD) and numeracy among pre-service mathematics teachers in Indonesia. The research examines explicitly how different dimensions of MD influence students' numeracy skills. A total of 237 participants took part in a semester-long numeracy enrichment program, followed by a numeracy assessment and an MD questionnaire based on Beyers' seven affective dimensions. Using multiple linear regression analysis, the findings indicate that MD significantly affects numeracy (p = 0.018), with an adjusted R-squared value of 0.571, indicating that 57.1% of the variance in numeracy scores can be explained by MD. Notably, the dimensions "Nature in Mathematics" (β = 0.584, p = 0.033) and "Mathematics Self-Concept" (β = 0.612, p = 0.016) exhibit significant positive influences on numeracy. Highlighting the role of conceptual understanding and self-perception in mathematical learning. These results align with the program’s design, which emphasized conceptual understanding and reflective self-assessment elements directly tied to both dimensions. However, other dimensions, including "Usefulness," "Worthwhileness," "Sensibleness," "Attitude," and "Math Anxiety," did not show significant effects. This may be due to participants' shared perceptions as mathematics teacher candidates, resulting in low variability on those dimensions, or due to possible mediation effects (e.g., motivation) that were not examined in this study. The findings suggest that interventions aiming to strengthen numeracy should focus on enhancing students’ understanding of mathematical structures and fostering a strong self-concept as mathematics learners. This study contributes to mathematics education by highlighting the specific affective dimensions that most directly relate to numeracy, providing a nuanced perspective for teacher educators seeking to balance cognitive and affective development in their curriculum.   Keywords: mathematical disposition, affective domain, numeracy, pre-service mathematics teachers, mathematics education.
Tracing the Mathematical Literacy of Prospective Teachers: Teaching Readiness in the Modern Era Dirgantoro, Kurnia Putri Sepdikasari; Jupri, Al; Soesanto, Robert Harry
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9436

Abstract

Mathematical literacy is increasingly recognized as a crucial competency for individuals in navigating real-world problems. However, there remains a gap in understanding how well prospective teachers—future facilitators of learning—possess and apply this competency. This study aims to explore the mathematical literacy levels of prospective teachers and examine their readiness to teach in the context of 21st-century education. A qualitative descriptive approach was employed, involving 241 prospective teachers in many fields as participants. Data were collected using a mathematical literacy test based on four core domains—Numbers and Their Operations, Algebra, Geometry and Measurement, and Data Analysis and Probability—along with an open-ended questionnaire to gain deeper insights into participants' perspectives. The results revealed that the overall mathematical literacy level was relatively low, with an average score of 44.69 out of 100. The highest achievement was found in the domain of Numbers and Their Operations, followed by Data Analysis and Probability, then Algebra, with Geometry and Measurement as the lowest-performing domain. Despite acknowledging the importance of mathematical literacy, many students still face difficulties applying their knowledge to real-life contexts. These findings underscore the urgency to reevaluate teacher education curricula, particularly in systematically integrating mathematical literacy development across relevant courses. Strengthening these aspects may enhance teaching readiness and support prospective teachers in fostering literacy-based learning in future classrooms.
Co-Authors Agnes Monica Halawa Anditya, Novia Hoki Anin, Fendy Reza Ayu, Philia Candra Sekar Banjarnahor, Evander Bermuli, Jessica Elfani Bonyah, Ebenezer Bou, Natasya Inggriani Rosarinda Diva Nathania Hartono Engelina Engelina Ernie Bertha Nababan Irene Kristina Telaumbanua Iswandi, Nivea Jacob Stevy Seleky Jesica, Alvalerina Margaretha Madha Melissa Melda Jaya Saragih, Melda Jaya Novel Priatna Oce Datu Appulembang, Oce Datu Paladang, Karmila Kristina Panggabean, Meicky Shoreamanis Pantow, Edsel Yubil Pardamean Sinaga, Darma Roh Pitaya Rahmadi Priyanti, Neng Purba, Friska Juliana Purba, Joy Anwar Putri S, Margaretha Ivana R. H. Yanti Silitonga R. H. Yanti Silitonga Rahmadi, Pitaya Rizky Stevania Sihotang Robert Harry Soesanto Robert Harry Soesanto Robert Harry Soesanto Rosarian, Ananda Wini Saragih, Melda J. Siahaan, Meiva Marthaulina Lestari Siane Indriani, Siane Sianturi, Evi Yunita Sianturi, Vera Nengsih Sihombing, Willy Ruben Silalahi, R. Indah Silitonga, R. H. Yanti Sitinjak, Debora Suryani Soesanto, Robert Harry Tamba, Kimura Patar Tanti Listiani Tanti Listiani, Tanti Turmudi Widiatmoko, Teza Friensi Winardi, Yonathan Windi Kristiato Yohanis Bell Yanti Yanti Yanti Yanti Yanti Yaya S. Kusumah