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All Journal Al Ishlah Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika
Dini Dahlia
Universitas Sultan Ageng Tirtayasa
Education Languange, Linguistic, Communication & Media Mathematics Other

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Profiles of Students’ Numeracy Literacy Based on Wholist-Analytic Cognitive Styles: Implications for Differentiated Learning Strategies Heni Pujiastuti; Dini Dahlia; Anwar Mutaqin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8397

Abstract

Numeracy literacy is a vital 21st-century competency, yet Indonesian high school students often underperform, especially in data interpretation and contextual reasoning. Individual differences, such as cognitive styles, may influence students’ approaches to numeracy tasks. This study explores how Wholist–Analytic cognitive styles relate to students’ numeracy literacy and examines the implications for differentiated instruction. This qualitative phenomenological study involved 12 tenth-grade students purposively selected from two public high schools representing different achievement categories. Students were categorized into Wholist or Analytic cognitive styles using the Matching Figure Test and Embedded Figure Test. Each group included students with high, medium, and low numeracy abilities. Data were collected through cognitive style assessments, numeracy literacy tests, interviews, and observations. Analysis was conducted using triangulation and NVivo 12 Plus software. Wholist students demonstrated strengths in understanding global contexts but often overlooked numerical precision, especially among lower-achieving students. In contrast, Analytic students applied systematic problem-solving strategies but struggled to connect results with contextual meaning. High-achieving students in both groups successfully integrated their cognitive tendencies with strong numeracy skills, while lower-achieving students exhibited consistent challenges regardless of style. The findings suggest that cognitive style alone does not determine numeracy success; rather, its interaction with skill level is critical. Differentiated learning strategies—such as problem-based learning, visual scaffolding, and technology integration—can address these differences. Educators should tailor instruction to students’ cognitive profiles to enhance numeracy outcomes.
Development of a mathematics e-module using GeoGebra and LiveWorksheets with discovery learning model to enhance problem-solving skills Dini Dahlia; M. Rosyadi; Almas Zati Hulwani; Heni Pujiastuti
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17601

Abstract

The study aims to produce e-module teaching materials based on Discovery Learning, supported by GeoGebra and LiveWorksheets, as well as to determine whether this e-module is valid, practical, and has a potential effect on students' problem-solving abilities. The research method used is Research and Development (R&D) with an ADDIE design. The research process consists of five stages: (1) Analysis (analysis of material needs, material analysis, and analysis of student characteristics); (2) Design (design or product framework to be made as an initial overview); (3) Development (development of the e-module and preparation of instruments to be used for valid, practical, and effective assessments); (4) Implementation (product review to be developed in classroom learning); (5) Evaluation (the product will be revised based on feedback given by the students to ensure the quality of the developed product is appropriate and adequate). The e-module learning materials were given to class X students of Senior High School. The results of the expert material validation obtained a percentage evaluation of 88%, indicating valid criteria. The test results showed that this e-module received a positive response from the students with an average percentage evaluation of 85%, categorizing it as highly effective. The material validation resulted in an 88% evaluation percentage, indicating valid criteria. The students' validation results obtained an 85% assessment percentage, also indicating valid criteria. The development of this module is worthy and suitable for use in schools by teachers to enhance students' conceptual understanding of quadratic equations and quadratic functions. Additionally, the module can develop critical thinking and problem-solving skills, which are crucial in 21st-century education.
Co-Authors Almas Zati Hulwani Anwar Mutaqin Heni Pujiastuti M. Rosyadi