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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Advanced Sciences and Mathematics Education Smart Society: Community Service and Empowerment Journal
Thesa Kandaga
Universitas Terbuka, Indonesia
Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Mapping Elementary Students’ Numeracy Literacy Skills: A Comprehensive Analysis Based on Six Indicators Ardi Dwi Susandi; Thesa Kandaga; Hasan Basri; Vivi Rindastri
Smart Society Vol. 5 No. 2 (2025): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/martsociety.v5i2.852

Abstract

Developing students’ numeracy literacy skills is essential in the 21st century, as these skills enable learners to interpret quantitative information, solve real-world problems, and make reasoned decisions. However, the mastery of numeracy literacy among elementary students in Indonesia remains uneven across regions. This study aimed to analyze the numeracy literacy skills of elementary school students in Region III Cirebon to identify their strengths and weaknesses across different competency indicators. A qualitative descriptive approach was employed, involving five elementary schools representing the region. Data were collected through numeracy literacy tests and semi-structured interviews. The instrument was developed based on six indicators: communication, representation, reasoning and argumentation, mathematization, problem-solving strategy, and the use of symbolic, formal, and technical operations. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that students’ overall numeracy literacy skills ranged from medium to low levels. Communication skills were relatively strong, while reasoning, argumentation, and problem-solving strategies were moderate. In contrast, mathematization and symbolic operation skills were notably weak. These findings suggest that numeracy learning in elementary schools still emphasizes procedural understanding rather than conceptual and contextual reasoning. The study contributes to educational research by providing empirical evidence of the current state of numeracy literacy in elementary schools and offers implications for curriculum development and teacher training aimed at fostering deeper mathematical understanding and application.
Assessing technology integration in mathematics teaching: Development and preliminary content validation of an integrated didactic tetrahedron–TPACK instrument Kartono; Sudirman; Thesa Kandaga; Mery Novianti
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1561

Abstract

Background: Meaningful technology integration in mathematics teaching requires teachers to coordinate technological knowledge with pedagogy, mathematical content, and classroom interactions. Although the Didactic Tetrahedron and Technological Pedagogical Content Knowledge (TPACK) provide complementary perspectives on this process, instruments integrating both frameworks remain limited. Aim: This study aimed to develop an integrated Didactic Tetrahedron–TPACK instrument and establish preliminary evidence of its content validity for assessing technology integration in secondary mathematics teaching. Method: As the initial stage of a larger sequential explanatory mixed-methods project, preliminary interviews with in-service mathematics teachers informed instrument development. A 30-item questionnaire covering seven TPACK domains and technology-mediated didactical relations, accompanied by a five-question semi-structured interview protocol, was subsequently evaluated through expert judgment. Results: Preliminary findings revealed limited meaningful technology integration despite increasing emphasis on deep-learning pedagogy. Expert evaluation yielded an overall mean relevance score of 3.89 out of 4. Twenty-six questionnaire items and all interview questions were rated highly relevant, whereas four items required minor revision, with Technological Content Knowledge receiving the lowest domain score (3.50). Conclusion: The instrument demonstrates promising preliminary content relevance for assessing technology integration in mathematics teaching, while further multi-expert validation and psychometric testing are required before large-scale implementation. 
Co-Authors Ardi Dwi Susandi Hasan Basri Kartono Mery Novianti Sudirman Vivi Rindastri