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All Journal Keris: Journal of Community Engagement Noumerico: Journal of Technology in Mathematics Education
Ayu Silvi Lisvian Sari
Universitas PGRI Adi Buana Surabaya
Computer Science & IT Education Mathematics Social Sciences Other

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Pendampingan Pengembangan Modul  Ajar dan Asesmen Berbasis Literasi Numerasi melalui Workshop Kolaboratif di SMK Negeri 3 Kota Blitar Kristiani Kristiani; Cicik Pramesti; Sita Khoirin Nisa; Riki Suliana RS; Suryanti Suryanti; Ayu Silvi Lisvian Sari; M. Khafid Irsyadi
Keris: Journal of Community Engagement Vol. 6 No. 1 (2026): KERIS: Journal of Community Engagement
Publisher : Institut Pesantren Sunan Drajat Lamongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/keris.v6i1.3337

Abstract

Numeracy is not merely the ability to perform calculations, rather, it is the capacity to understand, interpret, and communicate mathematically rich information in real world contexts. Strengthening numeracy is not the sole responsibility of mathematics teachers. It requires collaboration across all subject areas. National and international assessments consistently indicate that the numeracy skills of Indonesian students have not improved significantly and, in some cases, have shown a declining trend. Preliminary observations revealed that, although SMK Negeri 3 Blitar had conducted activities to raise awareness of numeracy literacy, it lacked established best practices for developing numeracy-based teaching modules and assessments. Consequently, a collaborative workshop was organized at SMK Negeri 3 Blitar to provide guidance in the development of these materials. This initiative was carried out in collaboration with the Blitar Campus (PSDKU) of Universitas PGRI Adi Buana Surabaya and aimed to enhance teachers’ understanding of numeracy while supporting the production of numeracy based teaching modules and assessments. The program employed a collaborative workshop approach consisting of four stages: preparation, implementation, evaluation, and reporting. A total of forty four teachers from various subject areas participated in the two day event, which included presentations, sharing sessions, and group based practical activities focused on developing teaching modules and assessments. The evaluation indicated that 84% of participants achieved a high level of understanding of fundamental numeracy literacy concepts, and all groups successfully produced numeracy based teaching modules and assessments. Nevertheless, participants’ ability to design assessments still requires further improvement, as only 39% reached the high-proficiency category. Therefore, continued assistance through more intensive hands on training is recommended.
Development of a Quizizz-Based Interactive Quiz as a Mathematics Learning Evaluation Medium on Statistics Umi Hanifah; Masriyah; Firda Hariyanti; Ayu Silvi Lisvian Sari; Faridatul Ilmiah; Novi Istianah
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9793

Abstract

This study aims to develop a Quizizz-based interactive quiz (Quizizz, now rebranded as Wayground) as a valid, practical evaluation tool for junior high school mathematics on statistics. The research employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product contained twenty questions covering data representation, measures of central tendency, data spread, and contextual data interpretation, supported by immediate feedback and teacher-generated response reports. Participants included 30 eighth-grade students at a junior high school in Pasuruan, East Java, Indonesia, one mathematics content expert, and one educational media expert. Data were collected through interviews, expert validation sheets, and a student practicality questionnaire and were analyzed using percentage-based descriptive statistics. The material validity score was 92.5%, the media validity score was 90.0%, and student practicality was 91.3%. These results placed the product in the very valid and very practical categories. The study did not use inferential statistical tests or comparison groups; therefore, it evaluated the product's validity and practicality rather than its effectiveness in improving students’ learning outcomes. The findings indicate that the developed interactive quiz is suitable for limited classroom implementation as an engaging, structured, and feedback-oriented evaluation medium. This study offers a simple framework for integrating gamified digital assessment with statistical literacy tasks in junior high school mathematics learning.
Co-Authors Cicik Pramesti Faridatul Ilmiah Firda Hariyanti Kristiani Masriyah Muhammad Khafid Irsyadi Novi Istianah Riki Suliana Sita Khoirin Nisa Suryanti Umi Hanifah